PMLD Link Summer 2018 final

Vol 30 No 2 Issue 90ISSN 2042-5619

Summer 2018

Meaningful Lives

Vol 30 No 2 Issue 90

Summer 2018 contents Page

1 Guest Editorial Meaningful Lives Rachel Parry Hughes Martin Goodwin and Bella Travis

2 Quality not Quantity ndash Lifersquos Short Nikki Lancaster

4 Getting the basics right The campaign for Changing Places toilets

Marion Messmer

6 Inclusive Sport Mark Bullock

8 Making Safeguarding Musical Peter Oakes

14 Devising and Developing a Curriculum Incorporating Meaningful Time and Transition for College Learners with PMLD

Tracey Barton McClean and Julia Nagy

18 Religious education and pupils with PMLD Sarah Parkes

22 Time to Care Nancy Beesley

25 Understanding the needs of individuals with PMLD ndash A bespoke qualification

Sarah Townsend

29 Yoga for children and young people with PMLD

Marie McGovern

32 What makes a good life Guest Editors

35 Encouraging a sense of purpose and self-worth

Helene Abbiss

47 NEXT ISSUE Health and Wellbeing Jeanne Carlin and Sue Thurman

38 Intensive Interaction and complex health needs - Tuning-in The cornerstone of effective practice

Julie Calveley

42 Motor Activity Training Programme Angela Lydon

45 Intensive Interaction The challenge and reward of embedding good practice

Janet Gurney

Cover picture Photograph taken by zoomingphotographycouk

04 Getting the basics right

08 Making Safeguarding Musical

42 Motor Activity Training Programme

1


GUEST EDITORIAL

Meaningful Lives

W elcome to the Summer Issue of PMLD Link focusing on Meaningful Lives Being able to lead a fulfilling and meaningful life is important to us all This issue has been wonderful to edit as it has involved reading about the

crea ve work being done to support people with PMLD to lead meaningful lives The new PMLD Core amp Essen al Standards show what needs to be in place to support people with PMLD to have a meaningful life and many of the ar cles demonstrate the standards‐in‐ac on

Some of the Standards are very obviously relevant to this issue of PMLD Link such as Standard 3 Meaningful Quality Rela onships Standard 5 Meaningful Time and also Standard 7 Social Community and Family Life But to be able to enjoy life it is vital to get the basics rights ndash for example making sure peoplersquos health and communica on needs are met ‐ so all the standards are relevant We can also see how important Standard 1 Leadership is ndash developing a culture where it is expected that people with PMLD will be supported to have lives full of meaning

In this issue we are very grateful to Nikki Lancaster for sharing her blog about her son Lennon and how their family made sure his life was filled with rich experiences

Marion Messmer reminds us of the basics that need to be in place for people ndash Changing Places toilets We challenge you not to want to get involved in the campaign a er reading what others have been up to

On a similar theme Nancy Beesley highlights the learning opportuni es within toile ng rou nes and how they can be made more meaningful

Mark Bullock and Angela Lydon focus us in on sport whilst Marie McGovern tells us about the yoga programme she has developed for children and young people with PMLD

Tracy Barton McClean amp Julia Nagy explain how they ensure college learners with PMLD have a meaningful curriculum and Sarah Parkes gives us a detailed picture of how she teaches Religious Educa on to pupils with PMLD and the sense of meaning in peoplesrsquo lives that may be created

The role of meaningful rela onships and benefits that Intensive Interac on can bring to people with PMLD in hospital are explored in Dr Julie Calveleyrsquos ar cle and Janet Gurney explains how people can be supported to embed good prac ce around Intensive Interac on

Sarah Townsendrsquos ar cle focuses on ensuring staff have the skills to support people with PMLD in a person centred way She discusses a new na onal qualifica on around suppor ng individuals with PMLD

Professor Peter Oakes describes an evalua on of an innova ve community project using music therapy with the aim of encouraging open and honest communica on and developing a safer culture

Through sharing the experiences of Ted Adrian Ralph and Lucy Helene Abbiss shows how their specialist day services support people with PMLD to have a meaningful life by encouraging a sense of purpose and self‐worth

People with profound and mul ple learning disabili es deserve a meaningful life We hope that you find the ar cles a source of inspira on Enjoy

Rachel Hughes Mar n Goodwin and Bella Travis Guest Editors

Contact Us

Subscriptions

Rob Ashdown 15 Cliff Gardens Scunthorpe North Lincolnshire DN15 7PH infopmldlinkorguk

robashdownntlworldcom Tel 01724 852818

Production

Paul Bramble The University of Northampton Email infopmldlinkorguk

Website wwwpmldlinkorguk Twitter PMLDlink

ISSN 2042-5619

2


Quality not Quantity ndash Lifersquos Short

Nikki Lancaster Mother of Lennon

By the time Lennon turned 2 years old he had spent the majority of his life in hospital ndashpredominantly in Intensive Care The short amounts of time we did get to spend at home were fraught with anxiety and worry

L ennon was oxygen dependent needed regular suc on and was fed into a jejunostomy (a surgical feeding tube placed into his small bowl) His stomach contents drained out into a bag and we needed to calculate these fluid losses in order to replace the lost volumes as Lennon had stage 3 kidney failure He required mul ple medica ons throughout the day and night including hormone injec ons He regularly stopped breathing and on occasion needed me to resuscitate him at home Lennon had also been diagnosed as being deaf blind Caring for Lennon was an immense responsibility and at mes I felt completely out of my depth ndash my head bopping con nuously above and below the surface of stormy waters When he stopped breathing I found my own breath stuck heavy in my chest The pressure was enormous and all consuming I love Lennon and I would do anything for him absolutely anything ndash nothing was too much I gave up my life to look a er Lennon and keep him alive I quit my much loved career hardly saw my friends and rarely le the house or Lennonrsquos hospital bed side Lennon was admi ed to Intensive Care for the fi h me when he 2 years and 1 month old He was very poorly He had a central line infec on and bronchioli s His bowel had failed on Christmas Eve just 2 weeks prior and he was surviving on intravenous nutri on His exis ng diagnoses of renal failure and pan‐hypopituitarism made providing life support for Lennon complicated The outlook was bleak and the doctors had asked Lennonrsquos father Ian and I to consider turning off Lennonrsquos support and ending his difficult and problema c life We were both horrified at the very thought of life without our li le soldier I wanted so much more for him I yearned for him to experience life ndash joy excitement and happiness And I wanted others to experience the ela on that came along with Lennonrsquos achievements and for him to leave a footprint on the lives of others just as he had on our lives Of course we said No ndash Lennon would be the one to decide when he no longer had the energy to survive And in the moment the word No le my mouth I made a vow to Lennon and myself that his life would be as rich and fulfilled as possible

Lennon slowly improved and eventually came home ndash s ll with a complex and me consuming medical rou ne It was then that we were referred to Pallia ve Care at our nearest childrenrsquos hospice Keech hospice in Luton Keechrsquos holis c approach enabled us to care for Lennon at home and keep him there I spent the next 8 years researching planning and booking the most amazing experiences for Lennon and memories for our family Yes he was life limited in a wheelchair was deaf blind and had profound and mul ple learning disabili es ndash but why should that be a reason to stop someone from experiencing a full rainbow of life Why should he miss out

We took Lennon swimming at Keech Hospice as much as we possibly could ndash this was always a mammoth task Changing Lennonrsquos dressings keeping an eye on his dropping blood sugars and keeping him warm was difficult but his excitement and enthusiasm to be in the water made all the stress of the situa on melt away We went Ice ska ng as a family every year on Lennonrsquos Birthday in December it became a family tradi on Lennon loved ice ska ng and the faster the be er One year Ian went so fast he managed to fall over and p Lennonrsquos wheelchair backwards into the ice ndash I was totally horrified and Irsquom sure my heart missed a beat Lennon on the other hand thought the whole experience was hilarious and seemed to be asking Ian to repeat the whole scenario Disney on Ice became a twice yearly event When it came to Lennon you couldnrsquot go wrong with ice ska ng and Disney together in one venue ndash two of his most favourite things

3


We fundraised and purchased a walking frame and a special bike Lennon spent hours toddling around in his walking frame when he was well and in the summer we used to stand his walking frame in a paddling pool and he would splash away with such delight The bike was incredible ndash it was a life changer for Lennon He was a real thrill seeker and was enraptured by speed Ian would take him for long bike rides speeding through long windy country lanes Lennon flapping his arms and screaming with delight I found a company who provided ski lessons to people with a disability This was a li le trickier and took a lot of planning Lennonrsquos pan hypopituitarism meant his body disagreed with cold temperatures But we found ways to work around that Skiing became a favourite ac vity for Lennon ndash the buzz of sweeping down the slopes enraptured him His face exuded excitement and happiness We also took him down the mini slope in a donut ring Neither Ian nor I have ever skied yet our disabled son has

We desperately wanted to take Lennon to Euro Disney ndash we knew he would love it But the professionals had forbidden us to leave the country without trained medical support Year a er year we applied to The Caudwell Childrenrsquos yearly trip to Disney Land Florida ndashlsquoDes na on Dreamsrsquo Every year they take 25 children and their families plus a team of 12 doctors and nurses It solved our problem of needing to travel with medical support And in 2015 we were selected Des na on Dreams was the trip of a life me It took months of planning and we travelled with almost 50kg of medical supplies a file jam packed with medical notes le ers from doctors and emergency plans But it was oh so worth it

We stayed in Give Kids the World and visited the parks I was shocked that so many of the rides had adapted carts for wheelchair users and ecsta c that for one week Lennon did not have to be excluded from anything My li le thrill seeker absolutely loved the rides The faster and higher the more delighted he was He adored the characters and was mesmerized when we met Mickey Mouse in Magic Kingdom I think the Electric Parade at Magic Kingdom was his highlight His permanent beaming face on that trip will remain imprinted in my memory forever

Lennon sadly died on 3rd August 2017 in the same Intensive Care Unit that had asked us to turn off his life support eight and a half years earlier It was Lennonrsquos me ndash his exhausted li le body had run out of fight We

had been lucky enough to have of been under pallia ve care for over 8 years and therefore we had talked about the final stages of Lennonrsquos life many mes Pallia ve care gave us the knowledge to enable us to make educated decisions over me and not have to make quick decisions during the hardest me of our lives We had always wanted Lennon to die at Keech Hospice but unfortunately it wasnrsquot meant to be The team at Addenbrookes and the lovely staff at Keech worked hard planning and Lennon made his final journey to the hospice less than 12 hours a er he died He stayed there un l his funeral We will be eternally grateful for those extra eight and a half years Eight and half years packed full of joy excitement and happiness And yes Lennon did make an immeasurable impact on the lives of everyone he came into contact with He is remembered by many as lsquoThe boy with the Midas touchrsquo Lennonrsquos fun packed life proves that pallia ve care is not about giving up there are always ways to live your life ndash in the capacity and me that you have ndash to the maximum

Editorsrsquo Note We are very grateful to Nikki Lancaster who has allowed us to reproduce this wonderful blog post from her blog lsquoLiving with Lennonrsquo You can contact Nikki via her blog httpslivingwithlennoncom20180522quality-not-quantity-lifes-short 31 1

4


Getting the basics right The campaign for Changing Places toilets

Marion Messmer

Marion is the Changing Places Development Officer at Muscular Dystrophy UK Here she gives an update on the Changing Places campaign and explains why for many people including people with profound and multiple learning disabilities Changing Places toilets play a vital role in enabling people to live a meaningful life

L iving a meaningful life comes down to being able to live the kind of life that has meaning for you What

goals do you want to set for yourself With whom do you want to spend me What is important to you In order to find answers to these ques ons people with profound and mul ple learning disabili es like anyone else will need to be able to experiment try out different hobbies volunteer for different causes make new friends In order to be able to do all of this you need to know that you are not constrained by something as simple as not having access to the right kind of toilet Have you ever been concerned whether a venue you are about to visit has the right kind of toilets for you Have you ever felt constrained by a lack of toilet provision Most people donrsquot worry too much about leaving their homes They may have to think about transport and about what they need to take with them to go about their day but there are certain things about which most people donrsquot worry too much Toilet access certainly is one of them If you go to work you expect your workplace to provide a toilet you can use if you go out to socialise or to run errands you can expect bars gyms supermarkets and other public facili es to provide toilets for you However exis ng toilet provisions donrsquot cater to everyone This is where the Changing Places toilets campaign comes in Changing Places toilets provide the necessary space and equipment over frac14 million people need to use the toilet in safety and comfort Seeing the Changing Places logo lets people know there is a toilet that will meet their needs Co‐led by Muscular Dystrophy UK and PAMIS (the Sco sh charity which supports people with profound and mul ple learning disabili es) the Changing Places Consor um aims to promote awareness of the vital need for Changing Places toilets as well as to effect change to building regula ons to ensure that Changing Places toilets will be included as standard prac ce in new public buildings like shopping centres or transporta on hubs to name just two examples

Since 2016 the Changing Places campaign has gained much trac on This is largely down to all the passionate campaigners who fight so hard for Changing Places toilets Recently our campaigners celebrated some important successes Zack Kerr has campaigned for Changing Places toilets at motorway service sta ons His pe on led to an Early Day Mo on in Parliament In February 2018 Lorna Fillingham submi ed her pe on for changing building regula ons in order to make Changing Places toilets mandatory in large venues to parliament She had several MPs suppor ng her pe on and gathered over 53000 signatures One of the Changing Places campaignrsquos long‐term aims is working with parliament to change building regula ons so that Changing Places toilets become mandatory Zack and Lornarsquos amazing groundwork allows us to build on their success and to con nue the rela onships they have started to build with MPs

5


Alison Beevers has con nued her fantas c work to get more Changing Places toilets into Museums throughout 2018 Thanks to her engagement the Hepworth Wakefield Gallery in Yorkshire installed a Changing Places toilet This was the most recent installa on in a whole range of Changing Places toilets which happened thanks to Alisonrsquos unwavering commitment and enthusiasm Following the huge success of her LooAdvent in December Sarah Brisdion organised the Looathon in May at the Baker Street Bathstore in Central London It was a fantas c awareness raising event with dozens of campaigners coming together from all across the country to take turns si ng on toilets to start a conversa on about the lack of Changing Places toilets Changing Places toilets really do change lives The Changing Places campaign will con nue to fight for be er accessible toilet access for all around the UK In order to achieve that we will focus on con nuing to raise awareness increase the number of Changing Places toilets in key venues such as transport hubs and lobby

for legisla ve change to building regula ons If you want to volunteer for the campaign or if you have any ques ons about our campaign ac vity you can get in touch at changingplacesmusculardystrophyukorg Contact Details Marion Messmer Changing Places Development Officer Muscular Dystrophy UK Email mmessmermusculardystrophyukorg For more information Go to wwwchanging-placesorg Find a Changing Places toilet wwwchanging-placesorgfind_a_toiletaspx

6


Inclusive Sport

Mark Bullock The benefits of exercise and physical activity are well documented and these principles apply to people with PMLD However my impression is that the topics of exercise and physical activity for people with PMLD have not received much attention to date In my work as an Inclusive Sports Adviser I aim to work with different groups and individuals to address this I believe the PMLD Service Standards and Individuals Standards can support this work

S tandard 4 of the Service Standards which is about the physical environment suggests that the physical environment should allow people with PMLD to access exercise and physical ac vity which play a key role in a personrsquos health and wellbeing (standard 6) Exercise and physical ac vity enables people with PMLD to interact in community and family life (standard 7 of the Service Standards and standard 4 of the Individual Standards) to develop meaningful and quality rela onships and have meaningful me (standards 3 and 5 of the Individual Standards) Paralympic and disability sport has had significantly increased awareness over recent years and par cularly since the hos ng of the Paralympic Games in London in 2012 Paralympic athletes are now household names and awareness of spor ng opportuni es is increasing Para sport is now shown on television and has a greater presence in the wri en press so great strides have been made Whilst there has been significant progress in the awareness of sport for disabled people there is s ll much work to be done to improve opportuni es for disabled people to take part in physical ac vity and sport My blog on inclusive physical educa on published by the Sports Think Tank highlights that there is s ll much to do in the educa on sector to improve opportuni es h pwwwsportsthinktankcomblog201801inclusive‐physical‐educa on Research from London Sport shows that 21 of non‐disabled people are inac ve in London defined by taking part in under 30 minutes of ac vity per week For disabled people with one impairment the percentage of those inac ve is 357 for those with two impairments it is 372 and for three or more impairments it rises to 457 It is worth no ng that 737 of disabled people

have more than one type of impairment (Sport England Ac ve Lives Survey 2015‐16) Spor ng opportuni es and pathways are largely provided to athletes with a single impairment The way disabled sport is structured in the UK through the Na onal Disability Sports Organisa ons (NDSOs) tends to reinforce this single impairment focus The eight NDSOs are Bri sh Blind Sport Cerebral Palsy Sport the Dwarf Sports Associa on UK LimbPower Mencap Special Olympics Great Britain UK Deaf Sport and WheelPower Given the high percentage of people with more than one impairment perhaps a different approach is required The charity Sense have done some excellent work through a Sport England funded project lsquoSpor ng Sensersquo which has created and developed opportuni es for disabled people with complex communica on needs to par cipate in a range of physical ac vi es and sports h pswwwsenseorgukget‐supportarts‐sport‐and‐wellbeingsense‐sport Parallel London and Park Run have successfully provided physical ac vity for people with mul ple impairments The Super Sensory 1k at Parallel London is a great example of how physical ac vity can be made more

7


inclusive and accessible for people with mul ple and complex impairments Fellow ambassador Jo Grace developed the idea of the Super Sensory element of Parallel London The Super Sensory 1km supports memory by ge ng par cipants to complete a course full of mul ‐sensory experiences from sound and smell to textures and colour The course is specifically designed to engage all par cipants to the fullest including people with profound and mul ple learning disabili es people on the au s c spectrum who engage with the world in a primarily sensory way and welcome the opportunity to rehearse a situa on before entering it and people who need sensory support to remember an event This may include people with late‐stage demen a or specific brain damage I took part in the 2017 Parallel London Super Sensory and learned a lot from the experience and watching people take part in the course and families going round together As part of my work as an Inclusive Sports Development Advisor I am exploring ways to develop physical ac vity and spor ng opportuni es for people with profound and mul ple learning disabili es If we consider that sport o en involves people physically extending themselves to the limits of their abili es this concept can be extended to people with PMLD I have explored with adap ng equipment to encourage people to move reach out touch and strike objects In the picture below is an example where I suspended balls of different sizes colours and textures from a colourful frame that facilitated reaching out to touch or hit The larger orange ball is also audible when moved If struck with reasonable force the ball moves around the frame and allows a lsquoself rallyrsquo

Perhaps people with PMLD can explore the emo ons and the camaraderie of taking part in a Park Run for example by being pushed by a family member or friend h pblogparkruncomuk20180223for‐us‐its‐just‐normal

I am looking forward to embarking on an exci ng journey to work with a wide range of people and organiza ons to get more people with PMLD ac ve If you have any ques ons thoughts or ideas please get in touch Contact details Mark Bullock Inclusive Sports Development Adviser mark__bullock markcjbullockgmailcom

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Many thanks for your support

8


Making Safeguarding Musical

Peter Oakes This article describes an evaluation of an innovative community music therapy project run by Alistair Clarkson and Meta Killick and the care provider Choice Support as part of the London Borough of Suttonrsquos Making Safeguarding Personal programme

A ra of reports inves ga ons and allied research have pointed to the importance of culture climate

and leadership in establishing rela onships and environments that offer both opportunity and safety for people who remain vulnerable to abuse and exploita on (Francis 2013 Flynn 2012 Vincent 2010) There is also a robust literature on unethicalharmful decisions at work in industrial and other se ngs (Kish‐Gelpart et al 2010) This has been able to drill down into the individual and organisa onal factors that lead to unethical choices where culture climate and leadership have also been iden fied as cri cal factors in maintaining ethical standards Se ngs where people with intellectual disabili es receive support might be understood as unusual and

remarkable communi es rather than more straigh orward organisa ons (Bronfenbrenner 1979) There are numerous o en intertwined rela onships involving people with disabili es families support staff managers local communi es professionals commissioners regulators policy makers and so on The nature of disability in the context of well documented prejudice economic hardship and historical injus ce means that all of these rela onships are fraught with issues of power and inequality Abuse and exploita on depend on unequal power rela onships to survive (Foucault 1982) To address the apparently simple need to establish cultures and environments that are both safe and full of opportunity seems not to be so simple a er all Indeed

9


some have referred to this issue as a wicked problem ndash one in which the proposed solu ons serve only to worsen the problem (Marsland et al 2015) Examples of these have been documented elsewhere and might include increased scru ny regula on and paperwork These are factors which can then bring about a culture of fear or at the very least distrust This can increase levels of occupa onal stress which in turn increases the propensity of staff to be more controlling in their interac ons and so increases the risk of harm Whilst it seems important to con nue to grapple with more tradi onal approaches to organisa onal change and leadership a challenge such as this might also benefit from a more crea ve approach This report describes just such an approach where a series of community music sessions were used to establish a culture in which rela onships are more open relaxed posi ve equal and therefore safer The use of music to achieve this has been well documented in different se ngs In the support of people with intellectual disabili es it seems par cularly relevant as music affords the opportunity to communicate without words and to engage with other people on an equal foo ng rather than be immediately disempowered by aspects of a disability and access to important informa on (Clarkson and Killick 2016) Method

W hilst it was originally intended that the approach be formally evaluated using different measures before and a er the community music therapy sessions

this was not possible for opera onal reasons in the organisa on at the me However it is possible to describe the process and report on the impressions of those involved about the impact of the community music therapy sessions on the life of the community This will act as a form of pilot study which will enable the development of ques ons and approaches to measurement that can form the basis of a formal research based evalua on in the future This pilot evalua on takes the classic form of input process and outcome (Donabedian 2002) Evalua on ‐ Input

T he se ng was a supported living service comprising individual flats with communal areas for 7 people

with profound and mul ple learning disabili es Support is provided by staff who work for a wider organisa on known as ldquoChoice Supportrdquo Choice Support describes itself as an innova ve na onal social care charity

Figure 1 Attendance at each workshop

10


providing support to people with learning disabili es It currently employs about 1700 full and part me Choice Support staff who provide services to around 900 people across most of England A series of 22 community music therapy sessions were part of the ldquoWhat Good Looks Likerdquo project provided by an external group of music therapists who were employed and supported by the London Borough of Su on The aim was to create space in which ideas could be felt expressed and thought about as words ac ons or sounds The community music therapy sessions were open to all the people present on the day of the workshop regardless of whether they lived or worked in the service Figure 1 shows the a endance at each workshop It was important to note that a endance was for anyone who was present and who therefore represented the community at that point in me It was en rely op onal for everyone Process

T he community music therapy sessions have two central elements The first is a model known as

ldquoSounds of Safetyrdquo This is developed from the Signs of Safety approach (h psafegenera onsorgsigns‐of‐safetywhat‐is‐signs‐of‐safety) The Sounds of Safety model has three pictures of Houses the House of Good things the House of Worries and the House of Dreams Par cipants are asked to think speak sing dance or act their responses to the good to the worries and to the dreams of their house as a community Those who can are asked to put the ideas down on paper by drawing pictures or most o en by wri ng down the ideas of the group The second model is called ldquoWhat Good Looks Likerdquo which is a development of the Early Indicators of Concern

(Marsland et al 2007) What Good Looks Like is a unique strengths‐based analysis of six areas 1 Service Users Wellbeing ‐ What is our home for 2 Staff Skills ‐ What makes me feel good in this

home (Ques on to residents) 3 Service Planning ‐ What is good about working in

this home (Ques on to staff) 4 Management and Leadership ‐ Whats good about

our managers 5 Quality of Care and the Environment ‐ Whats good

about how we are looked a er 6 External Agencies Involvement ‐ Who comes to

help us Who do we go to see to help us

These six areas as ques ons are placed on a simple picture of a house as six rooms Each of the six areas are used as s mulus for discussion and expression The Sounds of Safety approach encourages apprecia on and valuing of what is posi ve in the organisa on clarity about any problems and the collec ve building of a vision for a posi ve future Outcome

I nformal focus groups gave some profound insight into the shared hopes and fears of the people who

a ended The members of support staff who a ended also provided informal feedback essen ally describing the community music therapy sessions as posi ve experiences for the whole community and something

11


that they ldquolooked forward tordquo The words used had some expected quali es such as enjoyment happiness and fun alongside words with a richness to them such as lovely and smiling Examples of dreams and the good things about a place to live included things that might be expected about friends independence and control Other things men oned are not perhaps acknowledged sufficiently in the way we offer and evaluate support for people People appreciated love belonging and beauty ndash the garden was par cularly special for some people Likewise when thinking about worries there were the things we can all iden fy with There were worries about the future possible changes and the day to day stresses from transport to paperwork But there were also the more profound worries about loss loss of health loss of happiness and losing the people we love In general these reports suggest a community of people that can understand and accept its history feels at home with the present and is able to look forward to a posi ve future This is also a community of people who are conscious of both the superficial and the profound It seems possible that the inclusiveness of the approach and the use of music as well as words might enable people to express these more profound hopes and fears DiscussionConclusion

T his is an informal evalua on pilot that describes the reac ons of individuals who live in a service and who

work in a service for people with profound and mul ple disabili es They are responding to an inclusive workshop based approach using music to enable communica on about the service where people live and work The aim is to encourage open and honest communica on which in turn will facilitate a culture which is safer for everyone It must be stressed that everyone involved in this evalua on was keen to see it as a posi ve and worthwhile experience that may have something to contribute to wider discussions about keeping people safe in services that are intended to support them This report represents a summarising of those ideas set in the

context of current and recent research but it is not an independent evalua on The results came in the form of feedback on the process and some focus groups about hopes and fears for the service as a whole Because of the approach that was taken it has been possible to understand the service as a single community rather than a service that is either received or provided by separate group of people defined This way of understanding systems of supports may be a helpful model for the future The results of the focus groups suggest that recent work on the understanding of well‐being might be of assistance to the development of services and supports for people with disabili es Five areas of psychological well‐being are supported by some robust evidence that is beginning to guide prac oners in various sectors (Kinderman 2014) These are as follows Be Ac ve

Be Connected ndash to other people

12


Keep Learning

Giving (especially me)

Take No ce (be spiritualmindful)

Interes ngly this might be a community that is not ldquohelplessrdquo ldquohopelessrdquo or ldquodepressedrdquo Rather the process seemed to tap into a community that is posi ve about itself the world and the future This is a community of people who might be said to have survived the experience of being disabled or working as support

staff and who con nue to be able to engage with services to express hopes and fears (Gondolph and Fisher 1988) This might also be understood as a form of reasonable hopefulness (Weingarten 2010) where we can express confidence that this is a community with the drive and the resources to find solu ons to some of the difficul es it faces Given the importance of developing and maintaining sustainable supports for people with profound and mul ple disabili es that are both safe and full of opportunity the ini al findings of this pilot would suggest that further work on the role of music in opening

rela onships and equalising power is worthy of further a en on It might be hoped that a form of par cipa ve evalua on would bring to light the possibili es of using music to enhance communica on (including the need to challenge each other) reduce general stress and anxiety and help everyone enjoy life without fear of harm or rejec on Contact details Peter Oakes Professor of Clinical Psychology peteroakesstaffsacuk Editorrsquos Note Many thanks to Zooming Photography for allowing us to reproduce their photos

13


SUBSCRIPTIONS

Subscription rates for 12 months are UK Individual pound2000 UK Organisation pound3000 Non UK Individual pound2700 Non-UK Organisation pound4000 Subscriptions are for 12 months from the point of subscribing You will receive 3 issues of the PMLD LINK journal During this period you will have access to the membersrsquo page of the PMLD LINK website (wwwpmldlinkorguk) which allows you to access downloadable versions of back issues from the last three years Subscribers only can access these Other older issues are in the public domain of the website In order to access the membersrsquo page on the PMLD LINK website you need a Username which is your e-mail address and a Password You will be sent a link to your personal website account and you can createreset the password We have a limited number of copies of back issues remaining which are available at pound5 per copy so may be able to provide you with copies of issues that you may have missed If you have any queries about subscriptions or accessing the website please do not hesitate to contact Rob Ashdown PMLD LINK Treasurer (e-mail robashdownntlworldcom) New Subscription Rates from 2019 Due to the ever-increasing costs of printing and mailing the journal the Trustees of PMLD LINK are now having to consider raising the cost of subscriptions by a few pounds from January 2019 just to cover the actual costs The last rise in subscription prices was at the beginning of 2015 If you have any comments on this proposal please let us know

References Bronfenbrenner U (19792009) Ecology of Human Development Cambridge Harvard University Press Clarkson A and Killick M (2016) A Bigger Picture Community Music Therapy Groups in Residential Settings for People with Learning Disabilities Voices A World Forum for Music Therapy 16 (3) Available at lthttpsvoicesnoindexphpvoicesarticleview84529gt Donabedian A (2002) An introduction to quality assurance in health care New York Oxford University Press Francis R (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry Executive summary HMSO London Flynn M (2012) Winterbourne View Hospital A Serious Case Review Gloucestershire South Gloucestershire Safeguarding Adults Board Foucault M (1982) The subject and power Critical Inquiry 8 4 pp 777-795 Gondolf E W amp Fisher E R (1988) Battered women as survivors An alternative to treating learned helplessness Lexington Lexington BooksD C Heath and Com Kinderman P (2014) A Prescription for Psychiatry Why We Need a Whole New Approach to Mental Health and Wellbeing Palgrave Macmillan London Kish-Gelpart J Harrison D and Trevino L (2010) Bad apples bad cases and bad barrels meta-analytic evidence about sources of unethical decisions at work Journal of Applied Psychology 95 1 pp 1-31 Marsland D Oakes P and White C (2007) Abuse in Care The identification of early indicators of the abuse of people with learning disabilities in residential settings Journal of Adult Protection 9 4 pp 6-20 Marsland D Oakes P amp Bright N (2015) It can still happen here systemic risk factors that may contribute to the continued abuse of people with intellectual disabilities Tizard Learning Disability Review 20 3 pp 134ndash146 Vincent C (2010) Patient Safety Oxford Wiley Blackwell Weingarten K (2010) Reasonable hope construct clinical applications and supports Family Process 49 1 p 5 Wheeler J and Hogg V (2011) lsquoSigns of safety and the child protection movementrsquo in Franklin C Trepper T McCollum Wallace E Gingerich J (eds) Solution-focused brief therapy a handbook of evidence-based practice New York Oxford University Press USA

14


Devising and Developing a Curriculum Incorporating Meaningful Time and Transition

for College Learners with PMLD

Reference to Two Key Points of the Core amp Essential Service Standards1


This article presents the response to Standard 5 Meaningful Time p34 and Standard 6 Transition p34-35 of the new Core and Essential Service Standard for Supporting People with Profound and Multiple Learning Disabilities in a department in an FE college As an educational setting for 16-21 year old learners with a range of SEND we are often the last stage of educational provision in their life Our timetable is planned in a person-centred way to allow learners with PMLD to achieve goals actively engage and make choices and preferences which will inform a meaningful curriculum and enable a fulfilling life Throughout the years learners are engaged in study programmes with the college transition planning is considered for each learner incorporating views of learners parents carers and multi-agency professionals

W e provide and deliver a highly individualised competency2 based contents of educa on whereby the learnersrsquo achievements can be transferred and maintained in their adulthood The acquired competencies of young people with PMLD must always serve to increase their chance of successful inclusion3 in their respec ve communi es as their par cipa on in the society is the largest determiner of their quality of life (Chart 1)

Chart 1 The Purpose of Educa on for People with PMLD Aspira ons for learner with PMLD

A spira ons is a department within an FE College in Ashton‐under‐Lyne which provides study

programmes for learners with a range of SEND including PMLD and SLD

Our learners benefit from accessing a wide range of facili es within the mainstream college environment serving their integra on and connec on with their peers eg greenhouse sports hall gym and catering

The lsquoAspira ons for Choice and Preferencersquo is a tailored study programme for students with PMLD The study program is based on the interna onal recommenda ons of inclusive educa on for people with PMLD4 It is both accredited using RAPRA framework5 (Recognising and Recording Progress and Achievements) and also external accredita on from City and Guilds6 The learner journey through 3 year study programme by the RARPA process described in Chart 2 Hereina er we will use Chart 2 as a reference and will flag any relevant stages in the text Following the transi on process from high school (Chart 2 1A) the study programme is designed to provide opportunity for learning through a mul ‐sensory curriculum for those who are learning between P levels 2 amp 6 according to the further educa on Adult Pre‐Entry Curriculum Framework Milestones 1‐47 This is a curriculum through which the student can explore respond to and interpret the world Sensory based ac vi es can help to decrease self‐engagement behaviours promote communica on and social interac on develop cogni ve skills teach early problem‐solving skills support to make choices and express preferences strive for acquire self‐esteem and confidence and have fun (Chart 2 RARPA Stage 1)

15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

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t

1st v

ersi

on

of

Lea

rner

Pro

file

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d c

om

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nic

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on

P

assp

ort

3C

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rner

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ed C

om

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cy

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ed

Ac

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ties

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y a

ctiv

ities

bull T

otal

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mun

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ion

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Act

ive

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port

in 1

1 b

asis

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mbe

dded

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ther

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inpu

ts

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cum

enta

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n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

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n an

d ta

rget

se

ttin

g bull

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ject

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ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

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nd d

ocu

men

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n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

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rner

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ed C

om

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ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

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and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16


The sensory based sessions include ndash sensory drama music art IT Sensology TacPac Developing Communica on and Movements adapted sport and community based ac vi es All learners have a personal flexible learner centred metable designed to meet the needs of the individual

their interests and long‐term goals are considered Timetables are presented in a manner that makes it possible for each learner to understand what the day holds for them using a total communica on approach The study programme commences with an induc on period where the tutor will establish the learnerrsquos star ng point (Chart 2 RARPA Stage 2) via PMLD specific observa ons and assessments which focus on communica on social interac on and cogni ve skills8 The students work and interact with their tutor and key workers on 11 basis throughout the day Staff records the learnerrsquos responses interac ons preferences likes or dislikes on a subject relevant Sensory Response Sheets during each session and on the Personal Care and Independence Form throughout their daily rou ne ac vi es The observa ons assessments and response sheets serve as a basis for crea ng the first version of the Learner Profile and Communica on Passport (Chart 2 RARPA Stage 2 and 2B) which are updated as necessary A er the induc on period the learnerrsquos personal tutor iden fies challenging objec ves for the learners with PMLD and designs an Individual Learning Plan which contains a set of targets with a focus on the acquisi on maintenance rehearsal and development of communica on and social skills cogni ve and early problem‐solving skills independence skills as well as physical development and wellbeing (Chart 2 RARPA Stage 3 and 3C) Their progress against these targets will be assessed termly during different mul ‐sensory ac vi es provided by the curriculum The learners progress and achievements will be recognised and recorded via criteria based photo and video evidences which will be kept in the learner`s Individual RARPA Por olio The tutor prepares a termly report reflec ng on the learner`s achievements and progress and this will determine the next target or search and design appropriate educa onal strategies if the learner`s target is not achieved Progression Events are held yearly with a variety of external agencies and community provision in a endance in order that learners and parents can gather informa on about future op ons and aid the transi on process by making early connec ons

Each learner has a yearly person centred annual Educa on and Health Care Plan review where progress and support is monitored and reviewed with the learner who is assisted to gather photographic and video evidence alongside parents and mul ‐agency professionals and transi on is discussed from an educa onal health and social care perspec ve (Chart 2 RARPA Stage 4 and 4D) The RARPA program terminates a er two years with a summa ve progress and achievement assessment report At this stage we ask the parents and carers to fill out a ques onnaire about their experiences regarding the programme This feedback helps us to improve and develop the study programme Learners work on a City and Guilds Award in Personal Progress qualifica on during their third year study programme and their criteria based achievements are recorded with photo and video evidence The 3rd year progress review again involves the learner parentscarers social workers health professionals and local authori es According to the learnerrsquos educa onal progress and achievements next steps into adult life are decided If educa onal outcomes to improve hisher quality of life may be achieved they may be presented with the poten al opportunity to con nue their studies If the student is transi oning into the local community the mul ‐disciplinary commi ee present at the review will start to work on the learner transi on process according to an Ac on Plan (Chart 2 RARPA Stage 5 and 5E in order to provide a smooth transi on process Contact details Tracey Barton-McClean Currently manages the Aspirations provision at Tameside College Email traceybarton-mccleantamesideacuk Julia Nagy College lecturer for learners with PMLD Email julianagytamesideacuk

17


Get Involved

All contributions to our journal PMLD Link are welcomed Share your ideas about future topics for the journal or make suggestions of authors we might approach If you want to write for us yourself itrsquos easier to get your experiences and thoughts into print than you might think We also welcome shorter items about new resources books websites events courses or news in general PMLD Link readers include family members carers and professionals working across child and adult services for people with PMLD To see typical contributions look at some recent back issues You can download a free copy of PMLD Link from wwwpmldlinkorguk or sign up as a lsquoGuestrsquo to view back issues of our journal Our Editors are keen to support new writers We will provide support at every stage - from the germ of an idea through to the finished piece in print Articles are usually between 1- 4 pages of A4 (about 350-1500 words) They can be very practical in nature or have a more research academic approach We are very flexible in our requirements To see our Guidelines for Writers visit the lsquoGet Involvedrsquo pages on our website wwwpmldlinkorguk For more information contact Rob Ashdown (robashdownntlworldcom)

References

1 Supporting people with profound and multiple learning disabilities CORE amp ESSENTIAL SERVICE STANDARDS (PMLD LINK 2017)

2 lsquoA competency is more than just knowledge and skills It involves the ability to meet complex demands by drawing on and mobilising psychosocial resources (including skills and attitudes) in a particular contextrsquo OECD THE DEFINITION AND SELECTION OF KEY COMPETENCIES - Executive Summary p5 httpwwwoecdorgpisa35070367pdf (Last visit 10032018)

3 lsquoIncluding people with disabilities in everyday activities and encouraging them to have roles similar to their peers who do not have a disability is disability inclusion This involves more than simply encouraging people it requires making sure that adequate policies and practices are in effect in a community or organizationrsquo httpswwwcdcgovncbddddisabilityandhealthdisability-inclusionhtml (Last visit 11032018)

4 Learners with Profound and Multiple Learning Disabilities - European Agency of Special Need and Inclusive Education Thematic Session ndash Malta November 2011 httpswwweuropean-agencyorgsitesdefaultfilesVerity-thematic-session-intropdf (Last visit 11032018)

5 Guidance on How to Quality Assure RARPA in Provision for Learners with Learning Difficulties fileCUsersJuliaAppDataLocalPackagesMicrosoftMicrosoftEdge_8wekyb3d8bbweTempStateDownloadsRarpa20Guidance20final20July20201520(1)pdf (Last visit 11032018)

6 City and Guilds Accreditation Program httpswwwcityandguildscom

7 Adult Pre-Entry Curriculum Framework httpwebarchivenationalarchivesgovuk20100415080816httpwwwdcsfgovukcurriculum_preentry

8 Routes for Learning httpwwwcomplexneedsorgukmodulesModule-24-Assessment-monitoring-and evaluationAllm08p010chtml

18


Religious education and pupils with PMLD

Sarah Parkes A few years ago I was asked to take curriculum lead on the subject Religious Education (RE)hellipoh how I panicked RE is the curriculum area I lacked confidence in teaching to pupils with profound and multiple learning disabilities (PMLD) (those pupils working below a P3) Reflecting on my own RE lessons throughout the years I have focused mainly on celebrating main religious festivals and diving into the lsquoRErsquo box at school Whilst celebrating festivals and exploring religious objects are an important element of RE I lacked clarity and confidence in what I was trying to achieve through my teaching This left me with the question what does RE lsquolook likersquo to pupils with PMLD

R E is deemed an essen al part of the curriculum (Teach RE 2017 All‐Party Parliamentary Group

2013) The legal requirement for special schools is to lsquoteach RE so far as is prac cablersquo adap ng the curriculum where appropriate I was challenged in how this can be achieved for pupils with PMLD RE is not only learning about different religions and their values rituals and beliefs but also developing pupilsrsquo spirituality For example responding to the natural world and making meaningful connec ons with others In rethinking my approach to RE I had two main considera ons Firstly how to teach the content of different religions par cularly abstract issues such as how values link to a religion and secondly to provide opportuni es for pupils to develop their own spirituality 5 Keys to RE

T hrough researching the teaching of RE in special schools I came across the work of Anne Krisman Krisman (2008) proposed lsquo5 Keysrsquo from which RE should be based from These lsquokeysrsquo focus on the importance of lsquoshaping RE around the childrsquo The 5 keys are as follows

Key 1 Connec on ndash what links can we make with our pupilsrsquo lives

Key 2 Knowledge ndash what is at the burning core of the faith

Key 3 Senses ndash what sensory elements are in the religion

Key 4 Symbols ndash what are the symbols that are the most accessible

Key 5 Values ndash what are the values in the religion that speak to us

Krisman proposed that within special schools RE should

lsquoLink with pupilsrsquo developing selves their unique personali es and points of connec ons with the

world outside them

Use the sensory elements of faiths to engage pupils and develop their understanding of religion as something special to people

Is powerful not watered down and gives an insight into the world of religion and human experience

Offer opportuni es within an RE context to develop communica on a sense of self and a sense of communityrsquo (Krisman 2008 6)

I trailed this approach within my own classroom and discovered what RE really lsquolooks likersquo to pupils with PMLD I found pupils responding though ully and with insight that I had not seen before By using the 5 keys approach opportuni es for spiritual development also occurred RE was exci ng to teach which was reflected in pupilsrsquo engagement Below I have noted some of the responses showed by pupils and also examples of ac vi es we have undertaken Key 1 connec on

Pupils in an Early Years class explored their favourite books They experienced placing their lsquospecial booksrsquo in a box which was then used to introduce the lsquospecialrsquo books of faith (Topic special stories)

In response to listening to the call to prayer a pupil s lled widen his eyes and smiled (Topic How do we live our lives as Muslims)

A pupil showed recogni on of her Grandmother in a photograph by changing her facial expressions and gestures (Topic lsquoWho is important to mersquo)

During a body mindfulness relaxa on pupils experienced an adult gently squeezing different parts of their body As the adult squeezed a pupilrsquos arm his arm became increasingly ac ve (During

19


collec ve worship bodily awareness)

During collec ve worship a pupil reached out towards her peer and rested her hand on his hand (Spiritual development displayed through showing a sense of connec on and belonging)

Key 2 knowledge

Pupils experienced the Wudhu movements (the Islamic ritual of washing in prepara on of worshipping Allah) A Muslim pupil closed his eyes each me the call to prayer was played and ac vely coopera ve in the movements (Topic How do we live our lives as Muslims)

Pupils explored a range of props rela ng to the Easter story A pupil independently moved his fingers over the crucifix and vocalised lsquoahhhrsquo (Topic Who is Jesus)

Key 3 senses

An adult tapped a singing bowl A pupil s lled at the sound with their eyes wide and made a purposeful movement to touch the singing bowl (During collec ve worship linked to Buddhism)

When exploring the outdoor environment ivy was placed in a pupilrsquos hands The pupil slowly and purposefully moved their fingers over the leaves pausing occasionally The adult then placed the pupil next to the tree and supported them to touch the trunk covered in ivy The pupil responded with smiles and vocalisa ons (Topic Our Beau ful World Spiritual development display through a sense of awe and wonder)

During collec ve worship pupils explored a range of natural objects whilst listening to natural sounds During the week the pupils used these objects to create art work

A lsquospiritual trailrsquo was created using many different textures during a series of Collec ve Worship sessions Pupils explored using either their hands or feet Gentle music was added with me for pupils to respond to the different textures A pupil spent over 10 minutes wiggling his feet in grass occasionally closing his eyes during his me of personal explora on

During collec ve worship a ba ery operated candle was placed near a bowl of water It created a range of reflec ons on the table (As part of a Buddhism celebra on of light)

Key 4 symbols

Pupils experienced a Tibetan Buddhist tradi on by crea ng prayer flags They made marks using bright colours on flags which were a ached to string and placed in the outdoor area As the flags were blown around in the wind a pupil s lled and watch them as the flags were moved around by the wind (Topic Different people different religions)

Pupils were provided with boards with raised pa erns to represent Labyrinths Pupils were supported to follow the pa ern using their fingers A pupil intently watched their finger being guided over the pa ern His hand was then placed in a tray of sand He independently moved his finger crea ng a similar ac on (up and down) (During collec ve worship to encourage s llness and quietness)

Key 5 values

A pupil showed kindness to a peer a er the story of the Good Samaritan by tenderly reaching out and touching the hand of a peer who was upset (Topic Special Stories Spiritual Development making meaningful connec ons with others)

A pupil showed an understanding of others feelings by correctly selec ng the lsquosadrsquo symbol to describe how Jesus felt when his friends le in the garden of Gethsemane (Topic Who is Jesus)

I rewrote the curriculum for pupils from early years to key stage 3 based on the 5 keys Within each topic I ensured

pupils experiences are the star ng point for each topic

a careful selec on of what was taught to ensure pupils are not overwhelmed with addi onal informa on

the sensory elements of the religion were capitalised on

a clear symbol was selected which represented the topicreligion

a value was selected and a thought out approach of how pupils can explore the value with themselves and each other

An extract from an Early Years unit plan is provided on the next page

Subject RE

Key stage EYFSKey stage 1

Term 4 ( Year of LTCM ) 2

Unit title Who is Jesus

20


Keys Focus Suggested Activities

Key 1 connection Whom do I love

Who do you love Ask families to send in photos and special objects (eg Grandmarsquos blanket) related to their family Note and observe pupils responses Extend to lsquowho is special to me in schoolrsquo Observe how pupils respond to different people around school (key worker SMSA transport guide) Can they recognise familiar people through their voicesmellother key sense Allow time for pupils to be in close contact with each other observe their responses Invite parents in for a workshop Aim of workshop is to provide an opportunity for parents to explore pupils favourite resources and activities Links can be made to the text lsquoGuess how much I love yoursquo by Sam McBratney (extend to - who loves me)

Key 2 knowledge

Christians believe Jesus loves everyone

Link to the Easter story Create an Easter texture board (eg wool for the softness of bread sharp texture for the crown of thorns silkness of the curtain torn in two) Additionally create an Easter sensory experience (six activities) (eg 1 Exploring water (Jesus washed disciples feet) 2 Tasting breadberry juice (Last Supper) 3 Smellingfeeling flowers and grass (Garden of Gethsemane) Use Bible stories of Jesus loving others (eg Jesus feeding those who were hungry (Matthew 14) story of the Lost Sheep (Luke 15)

Key 3 senses All 5 senses

All 5 senses incorporated into Easter sensory experience (see above) Pancakes for Shrove Tuesday Link to emotions (when I see mummy I feelhellip happy)

Key 4 symbols Cross

Explore crosses on a light panel Use a torch to highlight a brasssilver cross Decorate a cross (individual or class) Hide crosses in messy materials Go into the outdoor environment and use twigs to draw crosses in mud Reflection using candles and crosses (time of calm and relaxing) Add music to create an atmosphere

Key 5 values

Caring for others Loving others

Jesus washed his followersrsquo feet ndash pupils to explore water in trays using their feet support pupils to explore water together Making a lsquoHelping Handsrsquo class picture (handprints) Pupils to experience pressing their hands against another Pupils to sitlie close to another (either peers or familiar adult) allow time for pupils to respond to another How do we show love to others Pupils can visit other classrooms to share a story time or bake a cake to share with another class Link to Bible stories of how Jesus showed his love to others

Key ConceptsAspects of spiritual appreciation Relationships self-awareness amp reflection

21


References All-Party Parliamentary Group (2013) RE The Truth Unmasked The supply of and support for Religious Education teachers httpwwwmmiweborgukpublicationsreAPPG_RETruthUnmaskedpdf RE Online (2018) Why Teach RE httpwwwreonlineorgukknowingwhy-re [05 March 2018]

Krisman A (2008) Growing in RE Teaching RE in Special Schools RE Today Services Birmingham

Concluding thought

B y embracing the lsquo5 keys to RErsquo it has provided a way to create a bespoke approach to the teaching and

learning of RE tailored to individual pupils needs It has created a clear lsquosense of purposersquo of the subject by providing clarity of what knowledge we are aiming to teach the pupils This has been evident in pupil responses and their engagement during RE lessons As RE lead I con nue to be challenged to improve and make deeper connec ons between RE and pupils lives ensuring RE content is rooted in context to our pupils and create more opportuni es to enhance spiritual development For further informa on I would greatly encourage you to read the work by Anne Contact Details Sarah Parkes sarahparkesbristol-schoolsuk

Connect with us on social media

PMLDlink on twitter

Facebook pages PMLD Link

Raising the bar - COP for the PMLD care standards

Join in with the pmldchat conversation focused on making a positive difference to the lives of people with PMLD

See you online

22


Time to Care

Nancy Beesley If you had told me when I was younger that I would spend my days wiping bottoms I would not have believed you I now take a contrary pleasure in telling people this is what I do for a living

I n fact I am a teaching assistant at a special school for students aged eleven to nineteen who have severe or

profound learning difficul es I work in a key stage 4 class of eight students with profound and mul ple learning difficul es (PMLD) We have one teacher and five teaching assistants Our staffing ra o is high but the needs of the class are challenging and complex In truth my job is mul ‐faceted of which bo om wiping is only one aspect but I do spend a sizeable chunk of my day in the changing room As a masters student on the Severe and Profound Mul ple Learning Difficul es course at the University of Birmingham I wanted to inves gate the impact of personal care within the school day I knew I was spending a lot of me in the hygiene room and a survey of my school se ng showed I am not the only one Does personal care offer opportuni es for learning that are being overlooked Fig 1 How much me is spent toile ng in a typical day for your class

Four people showed their lsquoworking outrsquo and they all spent an average of ten minutes per pupil as a baseline There is broad agreement in departments about the amount of me taken Of the nine staff that responded two thirds agreed they spent two hours or more toile ng Toile ng for these staff is me and labour intensive All sixteen students with PMLD are wheelchair users All eight pupils in one class and five in the other require hois ng which necessitates two members of staff From the chart it can be seen that six people es mated two hours or more were spent toile ng The school day is six hours long therefore two thirds of the staff in the PMLD department believe a third of the day is spent changing students

Imray and Bond (in Lacey et al 2015) recognise that even at school care plays a considerable part in the life of a person with PMLD They also observe that care is o en seen as necessary but me was ng This can be especially the case for teachers who see care giving tasks such as toilet visits ea ng into valuable lesson me but surely nobody is able to learn if they are uncomfortable distracted and or distressed Physiological needs form the founda on of the pyramid in Maslowrsquos lsquohierarchy of needsrsquo (Maslow 2011) Cambridge and Carnaby (2006) argue that care needs should be considered at every level of the hierarchy as they impact on feelings of safety and security and feelings of acceptance I believe that to be able to make a person with PMLD clean and comfortable is one of the most valuable things I can do of immediate and beneficial effect The pinnacle of Maslowrsquos hierarchy is lsquoself‐actualisa onrsquo (Maslow 2011) essen ally control over your own life Imray and Bond (in Lacey et al 2015) believe that giving control to someone with PMLD is the most important thing one can do educa onally It seems logical that to take control of their life would involve exer ng control over and ac vely par cipa ng in their own care including toile ng Cambridge and Carnaby 2006 in their chapter on mul disciplinary coordina on recognise that acts of in mate and personal care have many benefits aside from physical health and hygiene outcomes They iden fy such tasks as ideal opportuni es for rela onship building working on communica on skills and teaching self‐awareness In this context lsquocontrolrsquo could mean choosing which scented bubble bath is used (Lacey and Ouvry 1998) Imray and Hinchcliffe (2014) suggest a focus on process rather than product will give control to the learner so tasks are performed with the student rather than to them Children consistently in the posi on of having things done to them will come to accept this as an unchangeable fact (Colley 2013 Imray and Hinchcliffe 2014) o en described as lsquolearned helplessnessrsquo a term first coined by Seligman (1975) Sharing control however is hard for the teacher or carer especially in a goal‐oriented se ng like a school (Ware 2012) It is all too easy for a dominant care giver to assume a passive recipient is not capable of ac on Enabling independence relies on a facilitator who will ac vely look for ways to

23


transfer control and will posi vely and consistently reinforce the ac on or behaviour repeatedly over me Lacey and Ouvry (1998) This would suggest well trained highly mo vated staff are essen al as (Cambridge and Carnaby 2006 Ware 2012 Colley 2013 Imray and Hinchcliffe 2014) all agree Imray and Hinchcliffe (2014) even suggest that the special needs sector could not func on without support staff certainly true in my own se ng However Imray and Hinchcliffe also observe that a need for specialist knowledge at this level if o en overlooked Cambridge and Carnaby (2006) recorded staff repor ng that personal care was a significant part of their job but feeling it was regarded as unimportant or for which they were ill prepared Cambridge and Carnaby (2006) assert in mate care is regarded as lsquodirty workrsquo and an aspect of life that is s gma sed in many socie es yet excre on is one of the seven processes of life fundamental to existence Pawlyn and Budd (in Pawlyn and Carnaby 2009) state that the significant cogni ve impairment of people with complex needs makes it unlikely that they will achieve con nence independently However when I asked people about learning opportuni es within the care rou ne I found many answered in terms of learning for personal care They men oned independence managing clothes hand washing and transi oning to the bathroom Fig 2 Are there currently learning opportuni es within toile ng rou nes Could there be future opportuni es Do any students have targets related to personal care

One teaching assistant agreed that there are current opportuni es for her students but felt they are not consistently u lised Another Teaching Assistant felt learning opportuni es are restricted by me while another felt lack of me restricted learning completely The teaching assistant who felt lack of me stopped current learning opportuni es said future learning was possible if more me was allowed

Fig 3 When do you feel toile ng fits in well with other class rou nes

There are specific mes allocated for changing during the school day These are in the mornings following registra on and a er ea ng during the lunch break The majority of staff felt these slots were the easiest mes to accommodate toile ng Fig 4 When is it more difficult to allow me for toile ng

Fourteen people felt it was difficult to toilet within lesson me One teaching assistant commented that

ldquoSingle lesson means student miss a lot if they go outrdquo

Five people men oned staffing as a contribu ng factor to their choice Sta ng that either leaving a lesson to toilet would mean there were not enough staff to deliver the lesson or that at certain transi ons when staff took their breaks there were not enough people to toilet As figs 3 amp 4 show lessons are the most difficult me to toilet and specified changing mes the easiest with transi ons also presen ng challenge for the PMLD department Many people cited me and staffing issues I would posit that me and staffing are the main considera ons when

deciding whether or not a pupil is changed Odour or distress may have some bearing but any other indica on by a student would probably not be acknowledged Colley (2013) points out that within the Na onal Curriculum Guidance for England and Wales (QCA 2009) it is recognised that lsquoout‐of‐class mersquo can offer learning

Learning opportunities

PMLD

Support staff Teacher

Present opportunities

3 1

Future opportunities

6 2

Current targets 0 0

24


experience for pupils with cogni ve difficul es If this is the case why are these valuable opportuni es not being tapped Staff need to stop thinking func onally narrowly when toile ng people who will never gain con nence A broad‐minded approach would recognise a myriad of learning opportuni es within the process of toile ng interac on communica on physical development to name but a few Teachers need not regard the bathroom as draining me out of the curriculum but as an extension of the classroom All staff must think innova vely about how lessons are delivered and targets framed Teachers should be involved in changing at least occasionally both to fully appreciate the amount of me and physical effort required but also to remind themselves of each studentrsquos poten al to be able to assess and plan for their needs An approach that embraces the poten al of care for learning requires good quality training for the staff delivering care This training must spell out the benefits of the process with clear examples of what a studentrsquos ac ve par cipa on would look like I agree with Cambridge and Carnaby (2006) that it is important support staff have some lsquotheore cal backgroundrsquo for the tasks they perform O en we are told what to do but not why it is being done This knowledge would both ensure be er quality of care and raise the status of the

task by imbuing value Improvements to the changing environment would also add value for both students and staff The changing room should be a nice place to be Contact Details Nancy Beesley A specialist Teaching Assistant at a large special school in London NXB718studentbhamacuk

References Budd S and Pawlyn J (2009) lsquoContinencersquo in Carnaby S and Pawluyn J (eds) Profound Intellectual and Multiple Disabilities Nursing Complex Needs Chichester John Wiley and Sons incorporated pp 292-325 Carnaby S and Cambridge P (eds) (2006) Intimate and Personal Care with People with Learning Disabilities London Jessica Kingsley Publishers Colley A (2013) Personalised Learning for Young People with Profound and Multiple Learning Difficulties London Jessica Kingsley Publishers Imray P and Hinchcliffe V (2014) Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties practical strategies for educational professionals Abingdon Routledge Imray P and Bond L (2015) lsquoCare As An Educational Conceptrsquo in Lacey P Ashdown R Jones P Lawson H and Pipe M (eds) The Routledge Companion to Severe Profound and Multiple Learning Difficulties Abingdon Routledge pp 162-170 Lacey P and Ouvry C (1998) People with Profound and Multiple Learning Disabilities A Collaborative Approach to Meeting Complex Needs Abingdon Routledge Maslow A H (2011) Hierarchy of Needs A Theory of Human Motivation wwwall-about-psychologycom Seligman M (1975) Helplessness On depression development and death San Francisco W H Freeman Ware J (2012) Creating a Responsive Environment for People with Profound and Multiple Learning Difficulties 2nd ed London David Fulton Publishers Ltd

25


Understanding the needs of individuals with PMLD ndash A bespoke qualification

Sarah Townsend

This article discusses a new national qualification focusing on the support of individuals with PMLD the OCN London Award in Understanding the Needs of Individuals with PMLD

R eports commissioned by the government (Bercow 2008 Lamb 2009 Salt 2010 Mansell 2010)

indicate that there is a necessity for improvements in the quality of training for staff to meet the requirements of those with the most complex needs Training opportuni es are improving and there are some inspiring people delivering quality training However there is very li le in the way of prac cal short courses which lead to a na onally recognised qualifica on focussing purely on those with PMLD In fact this is the only qualifica on listed in the Learning Disabili es Core Skills Educa on and Training Framework for suppor ng people (children young people and adults) with PMLD (Subject 11) It is true training can be effec ve with or without accredita on but by crea ng a course that is registered with Ofqual and regulated by an awarding body it means there are set standards that need to be met This validates the skills and knowledge learnt and makes them transferrable to other organisa ons and roles It also encourages reflec on on prac ce and helps staff to apply theory to prac ce

This course focuses on core skills needed to support individuals with PMLD who have complex needs which are unique to them these core skills are reflected in many of the Core and Essen al Service Standards (Doukas Fullerton Fergusson and Grace 2017) The ability for staff to communicate with a person at the early stages of development using the personrsquos preferred method of communica on and working in a person centred way is paramount if support is to be effec ve Working towards a defini on

T he first outcome for this course is to explore the complexity of PMLD we ask par cipants to come up

with their own defini ons Whilst many of the defini ons we have explored tend to focus on a personrsquos disability the course focuses on a personrsquos ability and encourages staff to come up with posi ve words that match the personali es of people they support Here is what we have come up with so far ‐ can you help add to the list Please send us your sugges ons we want to make the list much bigger

26


Experience and impact of the qualifica on

R eflec on on ac on (Schoumln 1991) is a key element of this course and has been highlighted by the majority

of people a ending as one of the main advantages (PMLD Standards ‐ Organisa on 13 amp 3) A senior teaching assistant said the following

ldquoComple ng this qualifica on makes me realise how much I already know and how much there is s ll to learn It has helped me reflect on what I do that is good and where I need to develop Most training I a end is usually a one day course with li le me to reflect it has been great to have me to look at what we do and why and consider how far we have come and how far we s ll need to gordquo

Others have reported that it has helped to develop their confidence and gives them creditability in their role

ldquoI have not studied since I le school so was very nervous about doing a qualifica on but once I started I was fascinated by the content and the relevance to my role which made it meaningful and gives value to my role I am inspired to con nue my studiesrdquo ldquoI am more confident to try out different ac vi es as I have a be er understanding of what to do and why This course has helped me to relate theory to prac ce and to feel more confident For example I now feel I donrsquot need to fill silences I can just sit with a person and feel connected and share a rare moment of silencerdquo

Health and Wellbeing is another area explored on the course Many par cipants feel they are be er at suppor ng the physical health needs of individuals with PMLD as mental health and wellbeing is harder to iden fy During one course involving Day Service staff there was a discussion about a young girl who appears to display anxiety at certain points of the day Staff were unsure why this was and her behaviours were some mes misinterpreted Staff observa ons had been recorded but had not been taken further An outcome of the training was that an anxiety profile was to be developed so all staff were clear about what to look for and a tracking sheet was to be set up so it was easy at a glance to see a pa ern and explore strategies to use in those situa ons The use of Intensive Interac on and yoga as well as a quiet environment and spending more me on preparing for transi on from one place to another were also discussed The overall impact was that staff were be er informed and could support the young girl in a more meaningful way (PMLD Standards ndash Organisa on 6 Individuals 2 3 5 6)

Communica on is a strand woven through both the standards and the content of this qualifica on as communica on is fundamental to inclusion and meaningful me Things that o en come to light on the course are those mes when the people we support are excluded from the conversa on not inten onally but maybe at handover or in the corridor How can we make sure they are included in all conversa ons One par cipant a support worker in supported living se ng said she found it difficult when other staff approached her to ask her about her forthcoming wedding Despite trying `to include the person she was suppor ng in conversa on she felt it had very li le relevance to them and was conscious that they were not part of conversa on The outcome of this was that the group developed a sensory story about the wedding that could be shared with the resident so they could be included in the conversa on This helped to promote inclusive communica on and develop a meaningful ac vity for all those involved (PMLD Standards ndash Organisa on 5 Individuals 1 3 5) Communica on barriers for people with PMLD are widely evidenced (Mc Conkey Morris and Purcell 2001 Healy amp Noona‐Walsh 2007 Hostyn amp Meas 2009 Mar n O Connor‐Fenelon and Lyons 2012) so as part of this course par cipants explore case studies to see how these barriers can be overcome they are then encouraged to write their own case study This has helped par cipants to iden fy all barriers and come up with solu ons One par cipant on the course said

ldquoUsing real life case studies really brought it home to me how important we are as communica ng partners we can either be the barrier to communica on or the key to opening up meaningful communica on We have to be observant and not allow anything or anyone to distract us We have made signs saying lsquoplease do not distract my communica on partnerrsquo this has led to a decrease in the amount of me communica on is interruptedrdquo

Meaningful me is vital for all of us it contributes to our mental health and well being as well as developing our sense of value amongst other things and this is no different for people with PMLD So as part of this qualifica on par cipants explore new ac vi es different sensory resources and create a sensory story in order to develop and adapt meaningful ac vi es to use with the individuals they support (PMLD Standards ndashIndividuals 26 33 5)

27


There is lots of feedback from this part of the course and below is just one comment

ldquoThe sensory engagement part of the course was the most fun we played with lots of resources that could be created quite cheaply I have gone away with lots of ideas I am definitely going to make the jelly fishrdquo

A group of staff from The Childrenrsquos Trust School a ending one of the latest courses wanted to adapt a David Walliams short story into a sensory story Bertha the Blubberer was wri en and resources were made careful considera on was given to the meaning of the story and the experiences that could communicate that meaning This story has been delivered to the children Below are pictures of Bertha

Yoga is another ac vity that has been discussed on recent courses as a beneficial way of promo ng health and well being Some par cipants are now exploring different training courses to develop yoga in their service At The Childrenrsquos Trust School yoga is now a regular ac vity offered to children and young people with PMLD The benefits for this have been noted as

S lling to rhythmic sounds

Become more engaged in the session

Become more familiar with rou ne ndash an cipates

Increased eye contact

Posi onal changes

Breath more audible at mes and frequency

Tolerates foot and hand massage for longer periods

Body language more relaxed These examples illustrate the impact this training has had on individuals with PMLD and the people that support albeit from a small sample

Experience indicates the importance and direct impact of professional development on staff reten on staff that are more accomplished competent and appropriately qualified are more likely to enjoy their work It therefore stands to reason that if both the person with PMLD and carers or support staff alike enjoy an improved quality of experience and well‐being then support will be more effec ve The PMLD Standards have now become a working document on this course which individuals will be able draw on whilst reflec ng on their own values and the values of their services with the inten on to con nually improve services for all people with PMLD How to access the course

M ore informa on on the OCN London Award in Understanding the needs of Individuals with

PMLD level 23 is available from the Disability Learning website (h pdisabilitylearningcoukcoursesaccredited‐courses) Unfortunately it is not possible to draw down funding for this course so it has to be self‐financing However we have lots of ways in which we can try to make it more affordable especially for families who employ their own staff Please do contact me if you would like to explore different op ons Organisa ons with large staff teams who want to run the qualifica on with their own trainers can become a registered centre with OCN London (although there are costs involved in this) Alterna vely you could run the qualifica on through our centre which for small numbers of staff is more viable Contact details Sarah Townsend Sarahdisabilitylearningcouk Disability Learning httpdisabilitylearningcouk

28


References Bercow J (2008) The Bercow report a review of services for children and young people (0-19) with speech language and communication needs (DCSF-00632-2008) Disabilities Core Skills Education and Training Framework for Supporting people (children young people and adults) with PMLD (Subject 11) httpswwwcppeacukwizardfilespublicationsleafletslearning20disabilities20cstfpdf Doukas T Fullerton M Fergusson A and Grace J (2017) Supporting People with Profound and Multiple Learning Disabilities Core and Essential Service Standards Available from httpwwwpmldlinkorguk Healy D amp Noonan-Walsh P (2007) Communication among nurses and adults with severe and profound intellectual disabilities Predicted and observed strategies Journal of Intellectual Disabilities 11(2) 127- 141 Hostyn I amp Maes B (2009) Interaction between persons with profound intellectual and multiple disabilities and their partners A literature review Journal of Intellectual Disabilities 2009 34(4) 296 - 312 Lamb B (2009) Lamb inquiry special educational needs and parental confidence httpwebarchivenationalarchivesgovuk20100202100434httpdcsfgovuklambinquirydownloadsLamb Inquiry Review of SEN and Disability Informa Mansell J (2010) Raising our sights services for adults with profound intellectual and multiple disabilities Tizzard Centre University of Kent

Martin A O Connor-Fenelon M amp Lyons R (2012a) Non-verbal communication between Registered Nurses Intellectual Disability and people with an intellectual disability An exploratory study of the nurses experiences Part 1 Journal of Intellectual Disabilities 2012 16(1) 57- 71 Mc Conkey R Morris I amp Purcell M (2001) lsquoCommunications between Staff and Adults with Intellectual Disabilities in Naturally Occurring Settingsrsquo Journal of Intellectual Disability Research 43(3) 194 -205 Salt T (2010) Salt review independent review of teacher supply for pupils with severe profound and multiple learning difficulties (SLD and PMLD) (DCSF-00195-2010)

Schoumln D A (1991) The Reflective Turn Case Studies In and On Educational Practice New York Teachers

PMLD LINK is 30 years

old in 2018

How would you like us to mark this significant milestone

In our next decade we want to find

new and more creative ways to offer support and share information and ideas We need suggestions

and ideas from YOU ~ please get in touch

email infopmldlinkorguk twitter pmldlink Facebook PMLD Link Plans are underway hellip so watch

this space

29


Yoga for children and young people with PMLD

Marie McGovern

I completed my two- year training to become a Yoga teacher in 2006 I was working at The Redway School during that time as a Teaching Assistant and was given the opportunity to teach yoga by the head teacher Ruth Sylvester and the deputy head Diane Walker I studied for my qualification with the Inner Healing School of Yoga After qualifying I attended a basic certification program with Yoga for the Special Child (Calm for Kids Module 1 and Module 2) I also attended a course led by Graham Nolan on Yoga Body work and Multisensory Impairment and a six-month (90 hours) course on ldquoHealing Spacerdquo Yoga for People Living with Cancer In 2016 I completed an online Yoga Nidra course through the yoga nidra network led by Uma Dinsmore-Tuli amp Nirlipta Tuli

T hese courses were beneficial in giving me a star ng point and the confidence to develop the yoga

programme we use at The Redway School for children and young people with Profound and Mul ple Learning Disabili es (PMLD) I believe that yoga is for all and that we are all unique and no label should define or limit our own poten al I do not teach a par cular style of yoga In the sessions I do not physically place the pupilsrsquo bodies into different posi ons (Asanasbody postures) Rather I use an approach that allows the pupils the opportunity to experience the essence of yoga through their senses It is important to let the pupils set the pace as it can take a lot of concentra on for anyone with PMLD to communicate Yoga also gives the pupils tools and techniques (such as me) to explore the silence and freedom in their own

space to experience a sense of well‐being itrsquos only when we are calm and relaxed that we can truly experience real happiness In yogic philosophy there are five elements of crea on ‐ earth water fire air and ether ‐ giving us our five senses ndash smell taste sight touch and hearing

The Earth element is associated with our physical body and sense of smell

The Water element is our energe c body (the breath) associated with the sense of taste

The Fire element is our emo onal body associated with the sense of sight

The Air element is associated with our sense of touch and

The Ether element associated with the sense of hearing

Below is an outline of a session within the yoga programme at Redway The aim of the session To allow the students me to inves gate and experience the world around them through their senses General learning outcomes

Pupils to lead the pace of the session

To enjoy space and silence to hear themselves

To learn that itrsquos worth making the effort to communicate

To engage with staff and peers

To find ease and comfort in their bodies Objec ves

To understand there is a beginning and end to the yoga session

To explore and show curiosity in ac vi es

To show responsiveness to sensory s muli

To deepen rela onships through shared ac vi es

To listen and respond Ac vi es

The space is set up before pupils arrive A calm environment is created with use of subtle ligh ng and scented oil burning in a diffuser Distrac ons are kept to a minimum to allow pupils the silence to engage

The session begins by engaging our sense of smell offering each pupil in turn a ssue infused with scented oil This is the clue (the object of reference) that it is me for yoga The sense of smell is the most primi ve of senses It is some mes referred to as the distance sense and can connect us with memories emo ons and ins ncts

Posi oning and comfort is important The pupils are

30


individually hoisted out of their wheelchairs beanbags etc are used to create physical security with adequate support to allow them to feel comfortable

To explore the sense of hearing chimes music and chan ng are used Rhythm and music are powerful links to the memory I offer each pupil in turn the chimes to feel to explore the texture Then I ring them and we sing a yoga song especially recorded for us by a school staff member

Touch is the first of our senses to develop in the womb and gives us strong emo onal experiences Touch can some mes help someone to feel be er or reduce stress and can provide comfort We feel with every part of our body that contains nerves Itrsquos the brain that lsquofeelsrsquo so tac le s mula on is brain s mula on

The body awareness rou ne is a method to offer the pupils an opportunity to prac ce mindfulness as the body does not live in the past but in the here and now

If physical touch is uncomfortable the use of the facilitatorrsquos breath on the pupilrsquos skin can be used to allow pupils to experience the air as it touches skin Anyone with visual or hearing impairment may be restricted in experiencing what is happening around them They may not realise the wider world exists or they may find it so confusing and threatening that they ignore it as far as possible Touch may give them the security they need to explore The use of touch is men oned in an ar cle on Yoga Nidra for the hearing impaired by the yoga writer Swami Nirmalaratna Saraswa (h pwwwyogamagnetarchives1990cmay90) The body awareness rou ne follows a par cular route with a facilitator offering a firm but gentle touch to each area of the body as it is men oned It is kept the same each me it is prac sed beginning with the right hand thumb first finger second finger third finger fourth finger palm of the hand back of the hand wrist elbow right shoulder right side of chest right side of waist right hip right thigh right knee right ankle sole of the foot top of the foot big toe second toe third toe fourth toe fi h toe There is then a pause and the same rou ne is begun slowly on the le side Another pause follows before the facilitator moves to the top of the head and offers each pupil a massage to the head There is a final pause when the facilitator waits for any responses from the pupil This prac ce offers bilateral motor integra on with the effec ve use of both the right and le sides of the body It can calm the nervous system which may help support the brain in processing sensory informa on more effec vely

To explore breath we use various methods since the muscles of respira on are not as obvious and it can be confusing for children especially those with cogni ve and processing issues

A balloon and pump is used to explore how balloons expand as air is pumped just as our lungs expand when we inhale and contract when exhaling

A hand fan is used to experience coolness of the air on skin to represent the coolness of inhala on as it touches our nostrils

We use bubbles to experience the moisture that our breath contains

The breathing prac ces can help to take a deeper intake of oxygen which may take the individual to a state of deep relaxa on and consequently help the func on of the diges on and elimina on system and can boost the immune system Deep relaxa on releases neurotransmi ers that profoundly influence both mood and behaviour To explore the sense of sight we use hand torches to shine onto coloured foil card suppor ng pupils to focus and relax eye muscles We also provide a blanket placed over each pupil to encourage the feeling of warmth as the sense of sight is associated with the element of fire The yoga session ends by ringing the chimes and a gentle

31


rub on the palms of the hands or the soles of feet to reconnect with the space we are in Then we sing the yoga song and thank each pupil and member of staff I feel privileged to teach yoga to the students at The Redway School I have learnt so much from them They have taught me how to listen and observe and to wait pa ently for their responses No two sessions are the same some run effortlessly and then other mes certain challenges occur but yoga is about flowing with life and le ng life flow through you I have very suppor ve staff and they are open to what we are offering the pupils through yoga It is very rewarding when the pupils begin to engage with the ac vi es some of them are beginning to show preferences by smiling happy sounding vocalisa on reaching out to touch staff as they approach them or reaching for more of an ac vity when it has ended and sustaining eye contact for longer periods One pupil is using her own sound which we incorporated into her yoga prac ce as her object of reference to help her to relax her body to make it safer as she is hoisted

out of her wheelchair and posi oned on her wedge Other members of staff have commented that she is using this method in different situa ons during her school day Some of the sessions vary depending on the well‐being of the pupils on that day but as the yoga sessions are led by the pupils for the pupils then it is down to us as staff to be aware of any addi onal needs ( redness discomfort feeling unwell) on any par cular day Contact details Marie McGovern Yoga teacher mcgovernmarieyahoocouk Redway School Farmborough Netherfield Milton Keynes MK6 4HG

Raising the Bar II Friday 2nd November Birmingham

A day filled with inspiration ~ hear about innovative ideas amp great practice of the PMLD standards in action

Join us to celebrate PMLD Linkrsquos 30 years of sharing information and ideas that help improve

the lives of people with PMLD

Tickets httpswwweventbritecoukeraising-the-bar-ii-national-pmld-conference-tickets-

44284684684

32


What makes a good life

Guest Editors

Thinking about what a lsquogoodrsquo or lsquomeaningfulrsquo life looks like for someone should be an important starting point when thinking how best to support them

T he Raising our Sights Commissioning guide (2012) invites commissioners and providers to think about

what makes a good life for someone with PMLD ndash and how services can support people to achieve this They suggest that this is one way to make sure commissioners and providers are delivering a lsquogoodrsquo service for people with PMLD Here we share an extract from the Raising our Sights Commissioning guide which focuses on what a good life is and measuring quality of life and sa sfac on lsquoAnother way to find out what a good service for people with PMLD looks like is to think about what makes a good life for someone with PMLD and how services can support people to achieve this The no on of a good life is explored more in the book People with Intellectual Disabili es Towards a Good Life which iden fies a number of themes for a good life including personal rela onships rights educa on in the wider sense of

learning though experiences communi es and belonging duty and commitment to others For a service to support someone with PMLD to have a good life the service needs to be able to find out what is important to that person and ensure the person can have those things in their life This can be achieved by using a person‐centredpersonalised approach and focusing on the wellbeing and sa sfac on of the individual The quality of services can also be measured using quality of life indicators The Life Sa sfac on Matrix developed by Lyons is discussed more below The capabili es approach is another approach to this developed as a measurement of the minimum en tlements that every person should have It was originally used within interna onal development and Martha Nussbaum an American philosopher has used a capabili es approach to focus on disabled people in society

33


Nussbaum iden fied the following ten capabili es that everyone should be en tled to regardless of disability 1 Life Being able to live to the end of a human life of normal length not dying prematurely or before onersquos life is so reduced as to be not worth living 2 Bodily health Being able to have good health including reproduc ve health to be adequately nourished to have adequate shelter 3 Bodily integrity Being able to move freely from place to place to be secure against violent assault including sexual assault and domes c violence having opportuni es for sexual sa sfac on and for choice in rela on to having children 4 Senses imagina on and thought Being able to use the senses to imagine think and reasonmdashand to do these things in a ldquotruly humanrdquo way a way informed and cul vated by an adequate educa on Being able to use onersquos mind in ways protected by guarantees of freedom of expression with respect to both poli cal and ar s c speech and freedom of religious exercise Being able to have pleasurable experiences and to avoid nonbeneficial pain 5 Emo ons Being able to love and care for others and to experience love and care in return to love to grieve to experience longing gra tude and jus fied anger That human emo ons are recognised and support given to foster them 6 Prac cal reason Being able to form a concep on of what is good and planning and reflec ng on onersquos life Nussbaum iden fied that emo ons such as like and dislike are a form of reason about what is good This entails protec on for the liberty of conscience and religious observance 7 Affilia on a Being able to live with and toward others to recognise and show concern for other humans to engage in various forms of social interac on b Having the social bases of self‐respect and non‐humilia on being able to be treated as a dignified being whose worth is equal to that of others 8 Other species Being able to live with concern for and in rela on to animals plants and the world of nature

9 Play Being able to laugh to play to enjoy recrea onal ac vi es 10 Control over onersquos environment a Poli cal Being able to par cipate in poli cal decisions that are relevant to onersquos life having protec ons of free speech and associa on b Material Being able to own and use property on an equal basis with others having the right to seek employment on an equal basis with others

(Nussbaum 2000) The capability approach provides an interes ng and insigh ul way to consider the lives of people with PMLD and a framework to consider the aims and outcomes of services for people with PMLD How does the service you provide enable people with PMLD to obtain these capabili es Measuring sa sfac on and quality of life

I t is difficult to measure how sa sfied someone with PMLD is with a service or with their life as they

cannot readily communicate their level of sa sfac on Nussbaumrsquos Capability Framework can be used to measure quality of life through evalua ng which capabili es apply to an individual with PMLD The issues around measuring quality of life for someone with PMLD is explored in an ar cle about measuring wellbeing of students with PMLD that is available online One of the authors of this ar cle Gordon Lyons says that wellbeing for a person with PMLD is primarily about doing enjoyable things Lyons developed the Life Sa sfac on Matrix an instrument to measure quality of life for a child with PMLD which contains one central theme four main categories and 14 subcategories Central category

D oing enjoyable things Quality of life for a person with PMLD is primarily about doing enjoyable things Itrsquos about being engaged with people who and in ac vi es that are needed wanted liked andor preferred Main category 1 Just like other children but personal Subcategories

Wellbeing discourses Subjec ve wellbeing does not make sense for these children but quality of life and happiness do

Disability discourses Disability is understood in different ways People who are unfamiliar with PMLD o en only see a disability in these children and not how they are feeling learning and growing

Childhood and adulthood These children are developing They have a future but they live in the here and now

34


Individuality These children are individuals and have their own characters and expressions

Main category 2 Happiness and contentment Life sa sfac on is about feeling both happiness and contentment Subcategories

Day‐by‐day Happiness and contentment should be experienced daily and life lived one

day at a me

Just taking it all in Contentment can be just taking it all in

Balance Happiness and contentment is about personal balance

Main category 3 Comfort and wellbeing Life sa sfac on is about feeling both comfort and wellbeing Subcategories

Physical health Relief from acutechronic pain is a prerequisite

Daily wellbeing Just having a good day is valued

Belonging Rela onships are central Main category 4 Favourite things Life sa sfac on is doing and having favourite things Subcategories

Being with others caring and sharing

Special things Doing special things with special people

Water play Playing with water expresses freedom fun and belonging

Fun Having a wicked sense of humour The Department for Educa on has developed a resource for teachers working with pupils with PMLD about quality of life based on Lyonsrsquo work This includes tools to help schools measure the quality of life of pupils with PMLD and their families These resources can be accessed at wwweduca ongovukcomplexneedsmodulesModule‐14‐Quality‐of‐lifeAllm04p010ahtml Quality of life can also be measured and used to evaluate the effec veness of services One tool to measure the quality of life of families is the Beach Center Family Quality of Life Scale This is available at wwwbeachcenterorgresource_librarybeach_resource_detail_pageaspxintResourceID=2391ampType=ToolampJScript=1 Social return on investment (SROI) analyses and measures the value of changes brought about across a triple bo om line of social environmental and economic outcomes

At this me we are not aware of any social return on investment analysis specifically around services for people with PMLD although there are a number of areas where this type of analysis is likely to show large benefits Eg postural care services or health facilita on Future contracts and tenders for services for people with PMLD may start to specify a level of social return on investment It may also be a way for the service provider to demonstrate the value of their service par cularly to commissioners who do not have specialist knowledge regarding people with PMLD More informa on about social return on investment can be found at wwwsroiukorgpublica ons‐ukdoc_details241‐aguide‐to‐social‐return‐on‐investment‐2012 lsquoIt is important that the people responsible for measuring outcomes evalua ng services and planning new ones have the right skills to do this including knowledge of the needs and possible outcomes for people with PMLD It is also crucial they involve people with PMLD and their families in thisrsquo (Raising our Sights Commissioning guide (2012) Pg 10‐

11 36‐37) We hope this extract encourages you to read or re‐read the Raising our Sights Commissioning guide which has a number of useful tools to help commissioners and providers develop good services for people with PMLD Read the full guide here wwwmencaporguksitesdefaultfiles2016‐06Raising‐our‐sights‐Commissioning20guidepdf Contact details campaignsmencaporguk Editor note All the Raising our Sights guides can be downloaded from PMLD Link website

35


Encouraging a sense of purpose and self-worth

Helene Abbiss

This article describes the approach used by Parity for Disabilityrsquos specialist day services to create meaningful activities for students with PMLD

Developing our approach

I n se ng up Parityrsquos specialist day services in the early 90s we had to consider what gave life meaning for

someone with profound and mul ple learning disabili es No such services existed in our region (or in the country as far as we knew) and we had to develop our approach from scratch We took a holis c view of what our students (most of whom have PMLD) would need in order to enjoy a good quality of life This resulted in a philosophy of care and support that went beyond addressing peoplersquos immediate physical and social requirements

We drew from Maslowrsquos hierarchy of needs a widely‐accepted mo va onal theory in psychology In brief at the bo om of the hierarchy are the basic requirements of physical survival followed by psychological needs around self‐esteem and belonging At the top is self‐fulfilment ‐ achieving poten al Maslowrsquos theory suggests that for someone with PMLD and their accompanying challenges a meaningful life would be one where the person feels mo vated to keep moving up this hierarchy Even with access to good services people with PMLD encounter daily challenges to their physical comfort and safety and to sa sfactory engagement and interac on Their climb towards achieving poten al involves more setbacks than for the average person without PMLD Yet visitors to Parityrsquos services see smiling faces and describe posi ve experiences of engaging with students who show a sense of purpose and of their own self‐worth It seems that fostering and encouraging both of these quali es in students with PMLD is key and provides access to a meaningful life The ac vi es at Parity are intended in par cular to generate a sense of purpose in each individual We get to know each new student and set goals in collabora on with the person and people who know them best This is done with a view to long‐term achievement that will enable the student to experience a be er quality of life The goals are built into the personrsquos ac vi es

Ted When Ted a 40‐year‐old man with PMLD suffered a stroke and became cri cally ill doctors in the intensive care unit said that due to catastrophic injury to his brain everyone should expect the worst Ted spent several months in hospital where family watched over him and friends visited him regularly Thankfully Ted recovered enough to leave hospital Hersquos now back home and leading his life again Tedrsquos enthusiasm for life prior to going into hospital and his con nuing get‐up‐and‐go a er a debilita ng illness indicates that Tedrsquos life is meaningful not only to his family and to his friends but also to Ted Though hersquos lost some mobility and some of his basic living skills he hasnrsquot given up Ted maintains a social life revels in ac vi es and is rebuilding his skills We know Ted well as like many of the people (called students) who use Parity for Disabilityrsquos services hersquos a ended for years We see Ted experiencing joy affec on entertainment and adventure Throughout his adult years Ted has con nued to grow and achieve learning to recognise symbols and objects of reference truly bonding with close friends and building more independence in the everyday things he needs to do

36


A student can be working towards more than one goal within an ac vity While pain ng they might have a communica on aim of using their lsquoyesrsquo and lsquonorsquo and also have a physio aim of stretching one arm to maintain or improve on the flexibility they have Each student is encouraged to challenge boundaries and work towards something however long it may take

How do we know wersquore succeeding in crea ng meaningful ac vi es for the student

T he person shows theyrsquore s mulated encouraged inspired curious interested excited and enjoying

themselves Their family tells us the person is looking out each morning for the transport that will bring them to Parity Theyrsquore demonstra ng verbally or in other ways that they have posi ve memories of the people they engage with and the things that they do

By valuing each student for who they are we aim to foster what seems to be another key ingredient of a

meaningful life a sense of the personrsquos own significance Someone with PMLD may have great difficulty viewing their achievements and their value in a tangible way but there are s ll ways that they know they have worth value and importance

Students interact with others on their own terms responding posi vely to apprecia on from others through touch affec onate words and sounds Mutual understanding and shared experiences lead to further valida on such as laughter at a joke or the results of turn‐taking using music physical ac vity or vocal sounds When supported to connect with others on the level that works for them many students increase the ways that they interact Some changes happen quickly others gradually over a period of years Adrian recently started reaching out to new students something he would never do before

Staff listen to the students however they communicate acknowledging their wishes ideas and needs Once staff learn about each personrsquos likes dislikes and interests they encourage them to express or share these with others Tedrsquos day service organised a day where all the ac vi es were themed around Ted celebra ng his personality and interests Tedrsquos Irish heritage and his love of hugging and me spent with friends were incorporated into games and a trip to a po ery‐pain ng cafe

We also see giving to others as an opportunity for students to experience their worth and value to others We support students with PMLD to give friendship comfort or sympathy which they do constantly without being prompted We support students to offer and make drinks Students act as ambassadors for the charity mee ng guests and helping guide them round the service or a ending public events

Together we can raise the bar

L ocal authority day service provision for most people with PMLD in our region seems to aim only to ck the

Ralph Ralph is a bit of a daredevil and loves to par cipate in anything which makes his friends and family nervous Ralphrsquos friend had been indoor skydiving and when he was looking at the pictures Ralph indicated with the biggest smile that he would like to have a go Ralph was free to fly high up into the tunnel with minimal assistance from the staff at Basingstoke I Fly who were a uned to the person‐centred approach Ralph has indicated that he wants to go again and wersquore hoping that his experience will give others the incen ve to try something a bit different and daring

Adrian Another of our students with PMLD Adrian loves anything on wheels He spent several weeks on a project on transport with built‐in aims including using his mobility following steps to plan an ou ng making decisions and connec ng with others in the community The project revolved around gathering relevant photographs and experiences with staff keeping an eye out for opportuni es When they spo ed a police car parked at the back of the day service Adrian and his keyworker Tarne went over and met the officer When a mobile library appeared opposite the day service they caught it before it moved away ldquoWe were stopping anyone and everyone saying lsquoExcuse me do you have a minutersquo We just flew across to the mobile library to stop it driving offrdquo said Tarne As a choice‐making exercise Adrian led a lsquomagical mystery tourrsquo in a Parity minibus using two Big Mac switches one instruc ng Tarne who was driving to turn lsquole rsquo when he pressed it and one saying lsquorightrsquo They circled the estate passing Parity several mes to the great amusement of Adrian and his fellow students and staff watching out of the windows before finally exi ng for the open road They travelled four miles to a nearby village going in and out of several car parks on the way The project created great memories for Adrian also shared with his family while providing plenty of means for Adrian to use his skills and mobility engage with others and experience more of the world

37


lsquogood safeguardingrsquo and lsquoout in the communityrsquo boxes Twenty‐seven years a er Parityrsquos services began we see that people with PMLD s ll have difficulty accessing a meaningful life because few services have developed to support them in managing their very individual daily requirements In an environment where local authority decision‐makers con nue to overlook the most basic needs of people with profound disabili es the concepts of fostering a sense of purpose and promo ng a feeling of self‐worth remain largely disregarded

Wersquove been called a lsquoRolls Roycersquo service accused of providing too much (ie too many staff) Wersquove been told that people with PMLD can successfully par cipate and have their needs met on a six‐client‐to‐one‐staff basis Yet as far as wersquore concerned we are simply mee ng needs in line with the requirements of the Care Act with the same concept of wellbeing incorporated into our approach as that defined in the Act

We hope the new Service Standards will lead to a be er understanding of what cons tutes appropriate provision and how best to meet the needs of people with mul ple disabili es Wersquore sharing the Standards in our region and with MPs councillors and all other influencers wherever possible

One of the first ac vi es that staff organised for Ted upon his return to Parity following his illness was the chance to spend me with two of his best friends We saw great joy as they all reconnected Ted couldnrsquot sit up by himself at first but now can His current goals include learning to eat again independently a skill he lost and regular physio to improve his hand func on Ted s ll has aims related to fulfilling his poten al like developing his understanding of cause and effect Wersquoll be doing all we can to support Ted to keep climbing Contact details Helene Abbiss Community Support Director Parity for Disability Email heleneparityfordisabilityorguk Editorsrsquo reflections Some suggestions of how Parity for Disabilityrsquos care and support for Ted Adrian Ralph and Lucy might demonstrate aspects of the PMLD Standards

Adrian led a magical mystery tour in a Parity minibus using two Big Mac switches which shows lsquoThe person is empowered and enabled to do things not lsquodone torsquo the personrsquo Standard 3 Meaningful Quality Relationships

All the stories show how lsquothe person is supported to have high aspirations and to achieve goals meaningful to them to promote and enable a fulfilling lifersquo Standard 5 Meaningful Time

Lucy

Lucy has brought a lot to the group since joining recently She has lived successfully with a local family since 1999 as part of the councilrsquos Shared Lives programme But despite a good home life Lucy experienced two years when she risked spiralling into crisis while using a lsquonew modelrsquo community‐based day service

ldquoMonday to Friday she would arrive at the library in a taxi then leave again in a minibus to go outrdquo her main Shared Lives carer Gillian explained ldquoIt seemed like most people had to leave the buildingrdquo

Gillian said ac vi es involved going round the shops or going to the library or garden centre Lucy experienced con nence issues due to the lsquoon the moversquo nature of the service At one point during the winter she joined a walking group Lucy doesnrsquot use a wheelchair but cannot sit stand or walk for long periods of me without experiencing pain in her legs Lucy who doesnrsquot use speech to communicate also lacked consistent rela onships and social connec ons something shersquod valued at the previous day service she went to Lucy would o en come home in tears

Gillian was able to convince Lucyrsquos care manager of the urgency of the situa on and Lucy started a ending Parity Lucy certainly seems mo vated now She seems to know that she ma ers to the staff and to others at the service Shersquos formed close friendships with two other students with PMLD Her trips out are meaningful not just a way to pass the me

ldquoShe wouldnrsquot go out on the minibusrdquo says Sarah Lucyrsquos keyworker ldquoGillian explained to us that Lucy might be worried that she was being taken to a library or garden centre again So we started planning short trips with a student Lucy was fond of She now knows wersquore not just taking her somewhere that she doesnrsquot want to be We show Lucy pictures look on the internet together so shersquos clear where shersquos going She goes to the other day services to socialise Shersquos been on a canal boat trip to Runways End Ac vity Centre on shopping trips to buy foodrdquo Gillian reports that Lucy is ready and wai ng each morning for her taxi to Parity

Lucyrsquos experience with the community‐based service demonstrates the catastrophic results when we ignore the worth and significance of someone with PMLD Lucyrsquos consultant from the Community Team for People with Learning Disabili es said she no ced a drama c change in Lucyrsquos demeanour

38


Intensive Interaction and complex health needs Tuning-in The cornerstone of effective practice

Julie Calveley

Humans are social beings and social interaction is essential to living a meaningful life (Adler and Rodman 2009) and underpins many of the Core and Essential Service Standards (Doukas et al 2017) This article describes the Intensive Interaction approach and how it can be used with people who spend a lot of time receiving physical nursing and medical care and treatment The focus is on the crucial importance of tuning-in as a cornerstone for good Intensive Interaction practice that enhances quality of life Some ideas are presented for how Intensive Interaction can most effectively be provided for people with complex health needs and within a hospital or care setting

The Intensive Interac on Approach

I ntensive Interac on enables communica on and social interac vity (Firth and McKim 2018) The approach is based

on natural communica on development as seen in parent‐infant interac ons and is used to help people learn and rehearse the lsquofundamentals of communica onrsquo It is used with people who have communica on difficul es arising from au s c spectrum disorders severe learning disabili es profound and mul ple learning disabili es (PMLD) brain injury and demen a

This is a summary of the techniques used in Intensive Interac on Enjoyment Tuning‐in Observing and wai ng Allowing the person to lead Being responsive Being relaxed and unhurried Pausing Timing responses Posi oning and available look

39


Intensive Interac on is a non‐direc ve teaching approach through which communica on a ainments are made (Hewe 2012) It also provides a way for people who are socially isolated to engage with and feel connected to others and contributes to emo onal development and general health and well‐being (Nind 2012 Calveley 2018) as summarised in Box 2

Intensive Interac on can be misunderstood when it is simply seen as imita on of what the other person does This has been damaging to the reputa on and effec ve use of Intensive Interac on which can be more accurately described as an approach carried out by a person who sensi vely lsquotunes‐inrsquo and chooses when and how to respond based on the signals they receive One way of responding is with copying joining‐in or imita on but this is not the only way and everything that is done should be based on lsquotuning‐inrsquo The use of imita on in Intensive Interac on is discussed in more depth elsewhere (Calveley 2018 in progress) Intensive Interac on is more than a pedagogical method

it is a prac ce and an ethos with a clear ra onale and vision of personhood It is underpinned by psychology philosophy and ethics and encompasses par cular values about humanity which are fully recognised made explicit and aspired to Intensive Interac on cannot be reduced to a set of techniques It is not just something that you do it cannot be acted but rather involves full engagement of mind body and heart Through training people can be equipped with the behavioural techniques of Intensive Interac on but there is something more that is required from the prac oner their presence acceptance compassion and desire to be with lsquo listenrsquo to and truly understand the person

Tuning‐in

I t is this presence that allows a prac oner to lsquotune‐inrsquo Tuning‐in means reading a personrsquos emo onal

psychological cogni ve and physiological signals and sensi vely responding in ways that are meaningful and convey understanding It is the ability to hear see sense interpret and respond to verbal and nonverbal cues and communicate to the person that they have been genuinely seen felt and understood Intensive Interac on prac oners tune‐in in order to be aware and reac ve to emo onal needs and internal states and thereby a empts to achieve lsquoa unementrsquo

Siegel (1999) described the process of a unement as an lsquointerpersonal dancersquo between two biological and psychological systems Through a unement the person can feel that they have been lsquomet with empathyrsquo (Stern 1987) A uned responses give stability security and help the person to feel safely supported Such responses can validate a personrsquos behaviours and their internal state of being and state of mind Understanding tuning‐in as the founda on of Intensive Interac on can generate an apprecia on of the wider applica on and benefits of the approach for teachers therapeu c professionals carers and family

Intensive Interac on in care and hospital se ngs

B y defini on people with PMLD have physical difficul es o en requiring much health and medical

care and interven on It is not uncommon for people with PMLD to receive nursing care on a daily basis or to spend regular and prolonged periods in hospital Meaningful and effec ve educa on programmes or support therefore must take account of and be provided within and around physical health and medical needs Through tuning‐in an Intensive Interac on prac oner takes account of the physical emo onal and psychological state of the person at all mes which makes a customised synchronised and fully sensi sed experience possible (Swinton 2012) Intensive Interac on can therefore be beneficial at mes of poor health and contributes to the provision of holis c care support and educa on Intensive Interac on prac oners develop strong

Box 1 The fundamentals of communication

Enjoying being with another person Developing the ability to attend to that person Concentration and attention span Learning to do sequences of activity with a per-

son Taking turns in exchanges of behaviour Sharing personal space Learning to regulate and control arousal levels Using and understanding eye contacts facial

expressions other non-verbal communications and physical contacts

Vocalising and using vocalisations meaningfully including speech

(Hewett 2018)

Box 2 The fundamentals of communication 2 Emo-tional learning and outcomes Knowing that others care learning to care Enjoying being with another person ndash connect-

ing bonding etc Attachment attunement Self-security to feel safe secure calm Self esteem sense of self To identify own feelings amp see same in others Gradually to understand feelings Trust stuff etc Empathy knowingcaring about how somebody

else feels Right- hemisphere brain development

(Hewett 2018 based on various Bowlby 1953 Lamb et al 2002 Schore 2003)

40


observa onal skills and learn to read a personrsquos inten onal and non‐inten onal signals which can help to iden fy indicators of pain anxiety redness hunger and boredom as well as enjoyment contentment and relaxa on Such signals might be hard to spot and decipher because a person with physical disabili es and complex needs may have difficulty exhibi ng outward behaviour and their movements sounds and expressions may be extremely subtle The ability to observe for the niest behaviours signs and signals and clues over me

and the cul va on to finely lsquomicro‐tunersquo to pick up on cues is therefore highly beneficial for a person who has limited capacity to express their internal state and inten ons Learning and performance is op mum when a person is alert comfortable free of pain and hunger and has adequate mental energy Brain ac vity and alertness fluctuate throughout the day and can depend on o en unpredictable factors such as redness pain discomfort hunger and body temperature seizure ac vity and respiratory problems Tuning‐in ensures that there is a good lsquofitrsquo between the prac oners input and the personrsquos needs (Hewe and Nind 1998) By looking for lsquoteachable momentsrsquo a prac oner can enable a young person to receive educa on even during periods of poor health

Intensive Interac on is arguably one of the few ways a person with PMLD can take the lead and fully and ac vely par cipate in an interac on or ac vity Although fun and enjoyable and some mes exci ng this requires a degree of energy and therefore can be demanding and ring especially for a person who is experiencing poor

physical health An Intensive Interac on prac oner uses their ability to tune‐in to help make judgements about what the person needs and wants throughout the day They will look for signs that indicate a readiness and ability for ac ve par cipa on or when something different is needed such as comfort entertainment distrac on s mula on movement or me to rest

The cri cal issue of ming also applies to the pace of an interac on and the ming of responses Cogni on is impaired in people with PMLD and informa on processing is slow and inefficient (Lacey 2009 2012) Tuning‐in holding back allowing for pauses and wai ng are vital for ge ng the ming and tempo of interac ons and ac vi es right and also for knowing when the interac on or ac vity needs to end and something else to be offered Being an in‐pa ent in hospital can be busy with frequent medical and nursing visits and interven ons This can take up much me and due to many factors be unpredictable The environment can also be noisy and the atmosphere feel charged and tense Intensive Interac on can create a lsquosafe bubblersquo helping to block out

poten ally stressful surroundings The support of nurses therapists and doctors who understand what a lsquogood bedside mannerrsquo looks like for someone with PMLD (ie tuned‐in and responsive) and who can iden fy an interac on and consider whether it is possible subject to medical priori es not to interrupt is key to enabling Intensive Interac on in hospital When suppor ng people in hospital metabling and planning of ac vi es needs not to be rigid but to remain flexible and responsive to the changing needs of the person and the availability work loads and rou nes of staff Scheduling Intensive Interac on lsquosessionsrsquo provided by visi ng therapists or teachers can therefore be problema c It may be more effec ve for those who care for the person on a daily basis to be trained in the approach as this could make it available as possibili es arise Furthermore training health and medical care staff would enable them to integrate Intensive Interac on within the provision of other aspects of care thereby maximising opportuni es for interac ons and for poten al communica ve ini a ons to be responded to A person with PMLD is highly dependent on those around them to meet most if not all of their needs However it is important to remember that whilst there are many tasks to carry out to meet those needs there is also value in just being present for companionship care and comfort The connec on that can be felt through the a unement achieved with Intensive Interac on can be profound and intense and arguably is an essen al outcome itself The mere presence of a relaxed calm suppor ve person can make a person feel more relaxed and less anxious and this can be enhanced by posi ve physical contact (Sunderland 2007) Touch can signal safety and trust soothe calm regulate emo ons and improve health (Keltner 2010) Whilst a person with complex health needs may be on the receiving end of a lot of func onal touch Intensive Interac on provides a way of offering appropriate social and lsquonurturing touchrsquo which is a primary channel of communica on and crucial for the psychological and emo onal experience and development of people with PMLD (Barnes and Hewe 2015 Doukas et al 2017) Posi oning and medical equipment can be barriers to social nurturing and affec onate touch and the collabora ve support of a mul ‐disciplinary team may be needed to allow for such touch to be offered effec vely and safely Hospital passports are used in some health authori es and are intended to improve care and pa ent and family in‐pa ent experiences Intensive Interac on can be included in such documenta on and in care plans with an explana on of how the approach is integral to maximising the personrsquos health and well‐being Intensive Interac on can also be included in Educa on and Health

41


References continued Doukas T Fergusson A Fullerton M and Grace J (2017) Supporting People with Profound and Multiple Learning Disabilities Core and Essential Service Standards Available from lthttpwwwpmldlinkorgukwp-contentuploads201711Standards-PMLD-h-webpdfgt Accessed on 5 July 2018 Firth G and McKim J (2018) Background to Intensive Interaction In Hewett D (Ed) The Intensive Interaction Handbook Second Edition Sage London Keltner D (2010) Hands on Research The Science of Touch Available from lthttpsgreatergoodberkeleyeduarticleitemhands_on_researchgt Accessed on 2 May 2018 Lacey P (2009) Developing Thinking and Problem Solving Skills The SLD Experience 54 19-24 Lacey P (2012) Interactive Approaches to Teaching and Learning In Hewett D (Ed) Intensive Interaction Theoretical perspectives Sage London Lamb ME Bornstein MH amp Teti DM (2002) Development in Infancy Lawrence Erlbaum New Jersey Hewett D (2012) What is Intensive Interaction Curriculum process and approach In Hewett D (Ed) Intensive Interaction Theoretical perspectives Sage London Hewett D (2018) Preparing for Intensive Interaction In Hewett D (Ed) The Intensive Interaction Handbook Second Edition Sage London Hewett D and Nind M (Eds) (1998) Interaction in Action Reflections on the use of Intensive Interaction David Fulton London Schore AN (2003) The Human Unconscious The development of the right brain and its role in early emotional life In Greene V (Ed) Emotional Development in Psychoanalysis attachment theory and neuroscience Creating connections Routledge Brighton and NY Siegel D (1999) The Developing Mind How relationships and the brain interact to shape who we are The Guilford Press New York Stern D (1987) The Interpersonal World of the Infant Basic Books New York Sunderland M (2017) What Every Parent Needs to Know Penguin London Swinton L (2012) Intensive Interaction and its Relationship with the Triad of Impairments in ASD In Hewett D (Ed) Intensive Interaction Theoretical perspectives Sage London

References Adler R B and Rodman G (2009) Understanding Human Communication Oxford University Press USA Barnes J and Hewett D (2015) Physical Contact Experiences within the Curriculum In Lacey P (Ed) The Routledge Companion to Severe Profound and Multiple Learning Difficulties Routledge Oxon Bowlby J (1953) Some Causes of Mental Ill-Health In Bowlby J (1953) Child Care and the Growth of Love Pelican London Calveley J (2018) The Intensive Interaction Outcomes Reporter (RIIO) In Hewett D (Ed) The Intensive Interaction Handbook Second Edition Sage London

Care Plans (EHCPs) Person Centred Plans and support plans detailing what resources training and recording systems are necessary in order ensure that adequate provision is made Conclusion

I ntensive Interac on can be beneficial to people during periods of ill health and whilst needing medical

interven on Effec ve prac ce relies on the ability to tune‐in in order to take account of the personrsquos physiological psychological and cogni ve state moment by moment Ideally all people who provide care support companionship and educa on would be trained in Intensive Interac on so that for the majority of me the person has someone available to be alert for interac on opportuni es throughout the day and within other ac vi es and tasks that take place Intensive Interac on is a teaching approach that can con nue to be used during periods of poor health and because no equipment is needed it can be used within hospitals It is also be a therapeu c approach that can have a posi ve impact on the personrsquos physiological psychological and emo onal health and therefore contribute towards recovery to op mum well‐being Contact details Dr Julie Calveley Associate of the Intensive Interaction Institute Juliecalveleyyahoocouk

42


The Leeds Motor Activity Training Programme

Angela Lydon The West SILC (Specialist Inclusive Learning Centre) is a large 5 site special school in the west of Leeds The school is divided up into departments including a complex and multiple learning needs department for primary and secondary students with Profound and Multiple Learning Difficulties (PMLD) Sarah Riley the complex needs department lead first heard about Special Olympics 14 years ago when the Special Olympics World Summer Games were held in Ireland At that time the West SILC hadnrsquot been formed and what is now the West SILC main site was a standalone special school called Milestone

I n September 2012 I took up my post at the West SILC at our primary partnership site and the following

February our new complex needs department opened at our Farnley Academy Partnership Ini ally our secondary students moved and then myself and the remaining complex needs students moved in September 2014 Once I had established my class Sarah asked me to take the lead on Special Olympics a project she hadnrsquot been able to work on and that is where our journey began There is li le if anything wri en about Students with PMLD and PE but as a PE subject lead and class teacher for students with PMLD I believe passionately that these students have as much right to high quality PE as any other This can mean very different things for students with PMLD but that doesnrsquot mean PE lessons donrsquot have a place in their curriculum O en it is felt that PE for Students with PMLD is covered by Hydrotherapy Rebound Therapy or Physiotherapy but these are therapies and therapy is not PE PE promotes physical ac vity it includes whole class work and a high percentage of ac vity throughout the session A class Hydrotherapy session may take an hour but changing and

then wai ng for their 20mins in the pool does not cons tute a quality PE session I began considering developing Special Olympics as a PE project for our Students with PMLD I began the process of becoming an associate club with the Motor Ac vi es Training Programme as our sport A representa ve of Special Olympics came out to deliver an introductory workshop and we felt we had discovered a programme that slo ed perfectly into our metable as a PE provision for our students

43


The Motor Ac vi es Training Programme is a Special Olympics programme specifically for athletes with PMLD MATP runs in 8 to 12 week training periods which culminate in an MATP Challenge Event During the training periods athletes work on motor skills that are per nent to the individual and their overall motor development This fi ed perfectly into our ethos of a personalised curriculum All our students have Personalised Learning Plans (PLPs) linked to their Educa on and Health Care Plan Outcomes In line with our status as a MOVE centre of excellence every student has physical targets as part of their plan These targets fi ed perfectly into our MATP session plans Soon each class was delivering MATP within their metable for an hour a week as our PE provision

Once the weekly sessions were embedded in the metables of all for classes my next job was to organise

our Challenge Events The Challenge Day is an event unique to MATP ‐ it has a specific structure that provides the athletes with an opportunity to represent their school and showcase the skills that they have developed over the training period Each event includes an athlete parade the reading of the Special Olympics Oath and a warm‐up The main content of the event is each athlete coming out in front of their audience of supporters to demonstrate the level of skill they have achieved This is followed by a whole group cool down and then closing ceremony that includes medal presenta ons for all par cipa ng athletes This format provided an amazing opportunity to celebrate our students in a way that they

had never been celebrated before It also provided an opportunity for parents to come to an event to celebrate their children and see others also celebra ng their children for their genuine achievements We got off to slow start with our challenge events at school They ini ally started out as Come and Try sessions I would set up a range of ac vi es and the students would come and par cipate and enjoy the ac vi es provided for them We invited other special schools from around Leeds to a couple of these events to show them what we were doing and what they too could do with their students It was around this me that my youngest daughter started school and as I worked four days a week I found myself with a day a week to fill I men oned this in a discussion with the MATP Development Manager Niamh Reilly and she suggested I use that day to work with her as a Development Officer developing MATP na onally for Special Olympics I took the role as it seemed a natural progression and at the same me became an MATP tutor This really moved things on with our club I began training teachers and support staff at other schools in Leeds The club name changed to MATP Leeds and we started holding MATP Leeds Challenge events By this stage I had mastered the planning and delivery of a Challenge Event and we were able to hold what has become termly MATP Leeds Challenge Events including up to 30 athletes from 4 special schools The events have been a ended by parents who have loved the atmosphere and the celebra on of their children and they have also provided a fantas c forum for the development of rela onships across schools I secured a development grant from Special Olympics for the development of MATP Leeds It provided equipment to deliver the Challenge Events this included a PA system to save my voice medals to award at the events a case for our portable mobile hoist so it could go with us for events where the hall we used wasnrsquot equipped with tracking and I was able to issue small equipment grants to the other member schools In 2015 we became aware of an amazing opportunity for our students and MATP The Special Olympics Na onal Summer Games was due to be held in Sheffield in August 2017 and MATP athletes were going to be fully included for the first me MATP had been featured at the previous games in Bath but this me the athletes were to be fully included in the opening ceremony at Bramall Lane have the opportunity to stay overnight in a hotel next to the ground and then represent their region in a Challenge Event at the English Ins tute of Sport in Sheffield The planning began I had two major roles in the planning process I was a Development Officer directly involved in the planning and execu on of the event and all that involved and also the Head Coach of MATP Leeds A er I a ended a test event in Sheffield in

44


August 2015 we were determined that our students would get to the games MATP Leeds were assigned 10 places for the games The other schools engaged in the club felt they would not be able to a end so it fell to us at the West SILC Sarah was determined that we would get as many students as possible to the games We iden fied nine students to a end and began the planning for fundraising We held a sponsored Slam Dunk at school Where Students were sponsored for the number of baskets they scored The response was amazing and we raised over pound1000 which was a massive chunk of the costs for the Games entry and the accommoda on I held regular coffee mornings with the parents of the students a ending They were all so excited about the games one parents described them as a ldquoshining lightrdquo for them something they were so looking forward to We planned we fundraised we put in the applica on we ordered the regional tracksuits and organised their delivery and we made sure all informa on was sent through with regards to the needs of the students for the accommoda on I worked with the other clubs na onwide in my Special Olympics role to support all the other MATP athletes and their applica on and a endance to the games When August 2017 came round the support from school staff was outstanding Every class teacher from the complex needs department a ended as well as two support staff Sarah organised the MATP Leeds delega on with her usual incredible a en on to detail and dedica on She took all the large equipment down the day before the event and then drove back to Leeds to return the next day in the school people carrier with a student staff and more equipment I was already in Sheffield a ending briefings The day of the Opening Ceremony arrived I spent the morning running a Come and Try Event for local par cipants with PMLD at the EIS then I returned to the hotel The atmosphere in the foyer and bar and restaurant was amazing The West SILC delega on had all arrived and se led in and were buzzing it was fantas c to see everyone There were a couple of late arrivals last minute ckets to sort and many plas c ponchos to

distribute against the rain I went across to the holding room with our students and then le them to go into the stands It was strange not lining up with them I was there as a Special Olympics Development Officer not a class teacher The rain was pouring down but this didnrsquot seem to dampen anyonersquos spirits Then the parade began and it was me for the Yorkshire and Humber Delega on to enter There right at the front leading their regional delega on into the stadium were the West SILC students from MATP Leeds It was a proud and emo onal moment My colleague and MATP Development Manager Helen was in the stand next to me and she leaned over and said ldquoThatrsquos what itrsquos all aboutrdquo The following day was the Challenge Event We had nearly 30 athletes from four regions a ending the event MATP Leeds led the athlete parade into the sports hall and they all did us proud Our athletes showcased what they could do with determina on hard work and humour The atmosphere in the viewing area with the friends and family was incredible I had the privilege to stand and watch a student from my class represent his club school city and region as a Special Olympics athlete at Na onal Games I cried Jim Carter (Carson from Downton Abbey) as a patron of Special Olympics came to see our event as part of his tour of the EIS and VIPs from sponsors and Special Olympics Europe Eurasia presented the athletes with their presenta on medals It was a fantas c day

It has been an incredible journey from the first discovery of MATP to represen ng our region at the Na onal Summer Games We have established high quality PE for our students and other students with PMLD in Leeds and we have provided an incredible experience for our students and their family and friends that they will never forget Changing lives through sport can apply to everyone Contact details Angela Lydon MATP Development Officer and Head Coach for MATP Leeds Angelalydonwestsilcorg

45


Intensive Interaction The challenge and reward of embedding good practice

Janet Gurney Pretty much everyone I know who is in the position to use Intensive Interaction regularly consistently and respectfully to support someone they care for will tell you what a difference it can make - not just to the person they are interacting with but to themselves It is a tried and tested way of building bridges of meaningful connection and engagement with people who often struggle with the fundamental steps of communication because of their profound learning disability or a complex need such as autism

O ver the last 18 years I es mate that well over 15000 people have a ended my Introduc on to

Intensive Interac on workshops ndash and the feedback at the end of the day is always posi ve But ‐ and this is a significant but ‐ we know that not all of those people will be adequately supported in their workplaces to use what they have learnt lsquoregularly consistently and respec ullyrsquo Now crumbs are be er than no bread at all so some Intensive Interac on might be be er than none but wouldnrsquot it be great if more people were encouraged to try out what they have learnt to reflect on their prac ce to keep trying and to make the difference they really want to Connec on engagement and communica on is at the heart of what makes everybodyrsquos life meaningful what a goal to work towards

To work towards that goal for the last 10 years Us in a Bus has added lsquoCoaching and Mentoringrsquo (CampM) to the ways we offer Intensive Interac on services It sprung from requests to lsquoCome and show usrsquo from teams who had enjoyed the Introduc on to Intensive Interac on workshop but who were worried about lsquoge ng it rightrsquo Of course the main way we know if wersquove lsquogot it wrongrsquo with Intensive Interac on is that the person we are interac ng with will let us know They may ignore us not no ce us move away or respond in a way that leaves us in no doubt It may be that we have chosen the lsquowrongrsquo ac on or sound to respond to we may be too close we may not have considered the way they are processing sensory data (maybe they cannot focus on our sound whilst they need to process the sound of the fridge humming) etc In nearly 30 years of using this approach I would say that I have o en lsquogot it wrongrsquo and will probably con nue to do so but I donrsquot think I have ever caused harm to my interac ve partner in doing so They may have been uninterested or irritated but not hurt I need to constantly step outside my comfort zone (rather than expec ng them to) and stretch myself into thinking lsquoHow else can I let this person know I have no ced the internal signals they are crea ng and use those signals to let them know I am respondingrsquo And it is this lsquoHow elsersquo that our coaching and mentoring (CampM) is aimed at addressing

At the core of our CampM is demonstra on But we very soon learnt that demonstra on alone is not that useful a tool when it comes to enabling someone to find their own way to turn the theory they have learnt into their own prac ce Demonstra on can be overwhelming (lsquoIrsquoll never be able to do it like thatrsquo) or down‐right scary (lsquoThey donrsquot want me to sing surelyrsquo) So our job soon became a more gentle balance of observa on feedback reflec on as well as demonstra on We developed another workshop Next Steps in Intensive Interac on to provide a forum for facilitated reflec on un‐picking trouble‐shoo ng leading into planning the next steps that the prac oner wanted to explore with the person they supported We added to and adapted the CampM to meet the needs of the teams and the people they were suppor ng And we have never stopped learning ourselves from the experience of delivering CampM We have been privileged to witness people with complex needs or PMLD pa ently encouraging and guiding the person who is trying to no ce their body language ndash some mes the raising of an eyebrow or the li of a shoulder has been an eloquent rsquoCome on Irsquom making it easy ndash havenrsquot you no ced yetrsquo nudge in the right direc on We have met members of support teams who are convinced they lsquocanrsquot do itrsquo but who when we hold up the mirror of feedback to them realise that they have been lsquoge ng it rightrsquo for years Seeing people become confident that their own prac ce of Intensive Interac on is effec ve and seeing rela onships blossom with the people they support is a joy That confidence then gets

46


transferred to their colleagues as the members of the team who have been involved in the CampM in turn encourage their colleagues to observe explore and take more steps towards meaningful engagement So what was the experience like for someone who was involved in CampM input earlier this yearhellip

Charlo e Turner is a Deputy Manager at a new service in Surrey provided by Care Management Group Ltd Before the service opened last year she and some colleagues a ended our Introduc on to Intensive Interac on workshop but it was clear to the staff team when a young man Christopher with complex au sm moved in that they wanted more help in working out how best to use the approach to lower his anxiety and establish a relaxed rela onship that would best support him Over a period of 10 weeks 2 experienced Interac on Prac oners from Us in a Bus visited weekly working closely with 4 members of the team observing demonstra ng reflec ng staying in touch between visits a ending mee ngs se ng lsquohomeworkrsquo etc Here is Charlo ersquos response 4 months a er our input ended

What influence did taking part in Coaching and Mentoring have on the way you connect and communicate with the people you support It gave me confidence I was very nervous about suppor ng individuals who did not communicate verbally as it was new to me but the coaching and mentoring sessions gave me skills in how to communicate in their own style It opens up many different communica on pathways and has helped create a great bond with the people we support and helps me understand their needs more The coaching and mentoring side has also helped me in my role as Deputy Manager as I now feel more able and confident in guiding my team to use intensive interac on in their support

What did it add to the one‐day training workshop on Intensive Interac on you had previously a ended It made it more real in the sense that you could see the effect it had on individuals and the worth it holds It also becomes easier to understand when seeing the interac on in mo on and again helps with the confidence as you get the chance to work with the prac oners seek guidance and ask ques ons as they occur

What difference has it made to the people you support Massive difference The people we support seem more confident more trus ng of staff and are more open to trying new things Individuals seem happier and are doing things that they have never done before or havenrsquot done in a long period of me Itrsquos also a great amount of fun for staff and the people

we support alike Our service is a new service and this training and the skills wersquove gained have been a great part in transi oning these people into their new home It has helped our new journey together be smooth happy and successful

What would you say to people who are thinking about doing it DO IT DO IT DO IT Therersquos never anything to lose and you will never understand the impact and difference that intensive interac on can have on an individual un l you try it The sense of sa sfac on you get personally as well is amazing

We wouldnrsquot want to sound too posi ve Things go wrong and we have to re‐evaluate and re‐plan We have found that the biggest factor to nail in place from the start is management support If that isnrsquot there we pre y soon run into rota problems ndash the members of staff involved are not there on the day we visit as something else lsquomore importantrsquo has cropped up Involving management at some level in the training and CampM process is an important factor in ensuring that changes in prac ce are supported a er the Us in a Bus team withdraw senior members of staff need to be confident in supervising and encouraging the on‐going development of good intensive interac on To help that process we offer to facilitate lsquotrouble‐shoo ngrsquo mee ngs at the end of the CampM returning every six weeks or so un l we are confident that these mee ngs have successfully turned into peer‐support mee ngs that donrsquot need us anymore We offer a visit a er a year having requested video of interac ons first so we can come and give feedback ndash not quite an inspec on but something to help teams focus And some mes turnover of staff is so fast that when we call to arrange that visit few of the trainees are s ll working there However given what Charlo e so clearly says when your sense of personal sa sfac on in your job deepens and you are witnessing the changes the people you support are making in their lives the incen ve to stay and do more is high Even if it is some mes three steps forward and one step back we would say that every step has been worth the effort

The last words go to Christopherrsquos mother who says ldquoCampM means staff are part of the Intensive Interac on experience bringing the principles to life It is both inspiring and mo va ng crea ng new ways of thinking working and being together Irsquove seen the staff and my son evolve and grow in confidence forming trus ng rela onships The founda on for other wonderful things to happen Simply life changingrdquo Contact details Janet Gurney infousinabusorguk

47


Early Day Motion on health inequalities tabled by Norman Lamb MP

N orman Lamb MP has tabled an Early Day Mo on (EDM) about health inequali es for people with

learning disabili es and au sm It urges the Government to introduce mandatory learning disability and au sm training for all primary healthcare professionals led by the experts people with learning disabili es and au sm themselves to reduce health inequali es Please ask your MP to support it Find out more wwwparliamentukedm2017‐191365 Find out who your MP is and how to contact them wwwparliamentukmps‐lords‐and‐officesmps

Latest on Nascot Lawn Respite Services

I t was open to Her ordshire County Council to refer the decision by Herts Valleys CCG ‐ to cease funding Nascot

Lawn Respite Services for disabled children ‐ to the Secretary of State for Health and Social Care but they have decided against doing so Stephen Kingdom campaign manager for the Disabled Childrenrsquos Partnership says ldquoMembers of the Disabled Childrenrsquos Partnership alongside the families who have fought so hard to keep Nascot Lawn open are u erly baffled by the county councilrsquos decision not take more decisive ac on over the CCGrsquos decision to withdraw funding for the centre and refer the ma er to the Secretary of State for a final decision ndash an op on open to the council under local authority regula ons ldquoThe CCGrsquos decision to stop funding Nascot Lawn neednrsquot have been the end of the ma er if the council considered that this would not be in the interests of the local health service It seems self‐evident to us ndash and to parents ndash that closing Nascot Lawn is not in the interests of the health service in Her ordshire given the impact it will have on children with complex health needs and their familiesrdquo Read the full news item and quote from the Disabled Childrenrsquos Partnership here wwwdisabledchildrenspartnershiporguknews

IN THE NEWS In the Next Issue Health and Wellbeing

T he theme for the next issue is health and wellbeing Health is an area of life that has a

profound impact on the quality of life and well-being of a person with profound and multiple learning disabilities (PMLD) Many children and adults with PMLD will face multiple health issues which can either be dealt with in a way that ensures a good quality of life or be neglected and lead to premature death - a factor highlighted in the recent LeDeR report Many of the standards contained in the Core and Essential Service Standards in Supporting people with profound and multiple learning disabilities focus on health and well-being For individuals this means each persons health and wellbeing are actively promoted and supported to enjoy a full and long life This requires that organisations supporting these individuals ensure effective support to promote the health and wellbeing of each person including any specialist health care needs that increase the vulnerability of the person The Winter issue will include articles from a variety of health professionals focussing on promoting good practice to ensure a good quality of life for people with profound and multiple learning disabilities We would welcome any further contributions and articles that reflect positive practice enhancing quality of life for people with PMLD in all areas of physical emotional mental and spiritual wellbeing Please send any contributions for this important next issue by 22nd October to the lead editors Jeanne Carlin jeannejcarlinkaroocouk or Sue Thurman suethurmancccouk

48


An lsquoinfluential advocatersquo in the field of learning disability nursing is awarded MBE

M any congratula ons to Helen Laverty who has been awarded an MBE The following is taken

from the University of No nghamrsquos press release lsquoThe achievements of a University of No ngham nursing lead have been recognised in the Queenrsquos Birthday Honours list Helen Laverty has been appointed a Member of the Order of the Bri sh Empire (MBE) for her exper se in learning disability nursing and her pioneering work in shaping Government policy on health and social care Helen who has been influen al in the educa on and development of more than 700 learning disability nurses at No ngham is a passionate advocate and supporter for those living with a learning disability Alongside her academic responsibili es she founded Posi ve Choices ‐the only na onal network of learning disability students academics employers people with a learning disability and families in the UK Professor Shearer West Vice Chancellor of the University of No ngham said ldquoHelen has been an academic educator of learning disability nursing students for over 20 years influencing the profession at its very roots ldquoHer firm belief in equality and inclusion for all and her passion for nursing has led to her becoming an influen al advocate in this field‐ shaping na onal policy and championing the rights of those with learning disabili es This recogni on is richly deservedrdquo Read the full University of No ngham press release here wwwno nghamacuknewspressreleases2018junechampion‐of‐learning‐disability‐nursing‐awarded‐mbeaspx

MyGPandMe

T he charity Dimensions UK has launched a new campaign MyGPandMe ndash a campaign that is

providing training for all GP surgery staff sharing informa on and resources with pa ents and support teams and calling on policymakers to reduce health inequality This has been developed following research by the charity which found that almost a third of people with learning disabili es or au sm feel less likely to be treated with care and concern at the doctors and two thirds said their GP did not make reasonable adjustments for them You can find lots of resources and informa on on the following webpage h pswwwdimensions‐ukorgget‐involvedcampaignsmake‐gps‐accessible‐mygpandme

Petition to make autism and learning disability training mandatory

P aula McGowan has launched a pe on to prevent avoidable deaths by making au sm and learning

disability training mandatory Paularsquos son Oliver who had au sm and a mild learning disability died in hospital aged only 18 on 11th November 2016 Paula believes that his death could have been prevented if doctors and nurses had received mandatory training and had understood what reasonable adjustments they should put in place You can sign Paularsquos pe on here h pspe onparliamentukpe ons221033 Read the blog Paula wrote for Learning Disability Week here wwwmencaporgukbloglearning‐disability‐week‐2018‐paulas‐story

Rightful Lives ndash Human Rights amp People with learning disabilities

A n event focusing on the human rights of people with au sm andor learning disabili es is taking place in

September It will be an online exhibi on running for a week from Monday 24th September and will be called ldquoRigh ul Livesrdquo Follow the progress of the exhibi on on Twi er at Righ ulLives or the hashtag Righ ulLives or on Facebook at Righ ulLives Find out more here h psmarkneary1dotcom1wordpresscom20180603righ ul‐lives‐an‐update

49


Accessible booklet on Learning Disability Autism and Human Rights

T he Bri sh Ins tute of Human Rights has produced an accessible booklet to support individuals with

learning disability andor au sm to use human rights when accessing care and support It has been produced with the support of a range of organisa ons using the views and feedback of people with learning disability andor au sm The booklet is free to download from the Bri sh Ins tute of Human Rightsrsquo website h pswwwbihrorguklearning‐disability‐and‐au smpla orm=hootsuite

Care and Support of People Growing Older with Learning Disabilities

N ICE has published a new guideline on the care and support of people growing older with learning disabili es The guideline covers care and support for adults with learning disabili es as they grow older It covers iden fying changing needs planning for the future and delivering services including health social care and housing It aims to support people to access the services they need as they get older An EasyRead version and a video is available See h pswwwniceorgukguidanceng96 for more informa on

Disability Rights Handbook

A new version of the Disability Rights Handbook has just been published This contains in‐depth informa on and guidance on the benefits system and social care services Itrsquos available from Disability Rights UK to purchase and should also be available in local libraries h pswwwdisabilityrightsukorg

Reasonable Adjustments Guides

T he Government has published a number of guides to making reasonable adjustments for people with

learning disabili es These cover the following areas

Blood tests

Cancer Screening

Cons pa on

Health Checks

Obesity and weight management

Substance misuse

Dysphagia

Pharmaceu cal services For more informa on see h pswwwgovukgovernmentpublica onsreasonable‐adjustments‐for‐people‐with‐learning‐disabili es

Guides for adult siblings

S ibs is the UK charity for brothers and sisters of disabled children and adults Sibs has released guides for adult siblings to support them with key issues they may be experiencing as an adult sibling or may do in the future

Decision‐making and the law When your brother or sister canrsquot make a decision who does

Looking a er money When your disabled brother or sister needs support to manage their benefits and funding

Keeping savings safe When your disabled brother or sister canrsquot manage a large amount of money who can

What to do if your disabled brother or sister doesnrsquot receive the care that they should

The impact of challenging behaviour on you When your disabled brother or sisterrsquos behaviour is harmful or aggressive

For more informa on see h pwwwsibsorguk

RESOURCES

50


Title Date Location Provider Contact

Five Day Course for Intervenors 8th to 12th October Coventry RNIB Pears Centre in association with Natsip and SENSE receptionpearscentrerniborguk (Joanne Jones)


INTERACT 2018 ndash a hands on day where parents professionals and students can learn practical skills to support children and adults with additional needs 18th October Newcastle Sensory Spectacle wwwsensoryspectaclecouk helloSensoryspectaclecouk


FEEL IT workshop ndash a unique insight and immersive understanding of Sensory Processing Disorder 10th October Cambridge Sensory Spectacle wwwsensoryspectaclecouk hellosensoryspectaclecouk


INTERACT 2018 ndash a hands on day where parents professionals and students can learn practical skills to support children and adults with additional needs 11th October Cambridge Sensory Spectacle wwwsensoryspectaclecouk helloSensoryspectaclecouk


FEEL IT workshop ndash a unique insight and immersive understanding of Sensory Processing Disorder 17th October Newcastle Sensory Spectacle wwwsensoryspectaclecouk hellosensoryspectaclecouk


PMLD ndash Profound and Multiple Learning Difficulties 23rd October Glasgow Concept Training wwwconcept-trainingcoukcoursescategoriespmld-courses

Title Date Location Provider

Intensive Interaction ndash Building relationships with people who have profound learning disabilities and complex needs 23rd October Glasgow Concept Training

October


FEEL IT workshop ndash a unique insight and immersive understanding of Sensory Processing Disorder 3rd October Newton Abbot Devon Sensory Spectacle wwwsensoryspectaclecouk hellosensoryspectaclecouk


INTERACT 2018 ndash a hands on day where parents professionals and students can learn practical skills to support children and adults with additional needs 4th October Devon Sensory Spectacle wwwsensoryspectaclecouk helloSensoryspectaclecouk

September


An Introduction to Intensive Interaction 3rd September London Us in Bus infousinabusorguk


Intensive Interaction ndash Building relationships with people who have profound learning disabilities and complex needs 12th September Glasgow Concept Training wwwconcept-trainingcoukcoursescategoriespmld-courses

Title Date Location Contact

Recognising and Responding to Maltreatment Experienced by Disabled Children 28th September Glasgow BASPCAN httpwwwbaspcanorgukevents

SHORT COURSES amp CONFERENCES

51


November


Raising the Bar II National PMLD Conference 2nd November Birmingham PMLD Link infopmldlinkorguk


How are you feeling ndash A conference exploring INTEROCEPTION merging research with professional practice 6th November London Sensory Spectacle wwwsensoryspectaclecouk hellosensoryspectaclecouk


An Introduction to Intensive Interaction 9th November Redhill Us in a Bus infousinabusorguk


The Curriculum Conundrum post-Rochford 9th November Manchester Contact 01524 426 395 or httpwwwhirstwoodcom


Beginnersrsquo Makaton course ndash for parents and carers 17th amp 18th September Islington London Becky Lyddon beckymakatontutorgmailcom


The Curriculum Conundrum post-Rochford 23rd November London 01524 426 395 or httpwwwhirstwoodcom

December


Enhanced Makaton course ndash after completing the Foundation course 11th amp 13th December Islington London Becky Lyddon beckymakatontutorgmailcom




FEEL IT workshop ndash a unique insight and immersive understanding of Sensory Processing Disorder 31st October Reading Sensory Spectacle wwwsensoryspectaclecouk hellosensoryspectaclecouk


Beginnersrsquo Makaton course ndash for parents and carers 27th amp 28th September Tiverton Devon Becky Lyddon beckymakatontutorgmailcom


Foundation Makaton course 26th amp 27th November Islington London Becky Lyddon beckymakatontutorgmailcom


Follow Up Makaton course ndash after completing the Beginnersrsquo course 28th amp 29th November Islington London Becky Lyddon beckymakatontutorgmailcom


Learning Disability Today Exhibition and Learning Day 28th November 2018 London Pavilion


Best of British European Special Education Forum 29th and 30th November London florencelonghorngmailcom

52

Vol 30 No 2 Issue 90 Vol 25 No 3 Issue 76

Subscription prices are UK Personal pound2000 Organisation pound3000 Non UK Personal pound2700 Organisation pound4000 Name of Subscriber helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Address helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

Telephone No helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip e-mail helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip

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About Us The editorial team is drawn from a variety of settings and currently includes Rob Ashdown Former teacher of pupils with severe and profound and multiple learning difficulties and special

school Headteacher

Jeanne Carlin Retired Disability Consultant and a parent of a young woman with PMLD Helen Daly Mum to a young Adult with PMLD previous career in Further Education for 20 years - including

Curriculum Team Manager for Inclusive Learning and Developing an Improving Choice Programme for people with Complex Needs Currently involved in carers groups in the Eastern Region Learning Disability Partnership Board and associated projects

Ann Fergusson Annie is a senior lecturer in the SEN amp Inclusion team at the University of Northampton teaching on

undergraduate and postgraduate courses relating to severe profound and multiple learning disabilities Her research interests relate to person-centred working meaningful participation and the voice of the individual in promoting positive mental health and wellbeing She works one day a week in a special school with a role for training and looking at impact Annie has a brother with a learning disability She is a family member of the Learning Disabilities Mortality Review Programme Advisory Group

Michael Fullerton Michael the Director of Quality and Clinical Care with CMG a social care provider supporting adults

with profound and multiple learning disabilities Michael is a registered learning disability nurse and leads a health team focused on the quality of life of people with PMLD Michael co-hosts the PMLDChat Twitter chats

Martin Goodwin Martin is a teacher of pupils with PMLD and a Regional TutorVisiting Lecturer for the Severe and

Profound Multiple Learning Disabilities course at the University of Birmingham Martin has specialised in approaches to improve interaction communication and participation of people with severe and profound learning disabilities Martin has experience of working in play and leisure education residential and advocacy

Joanna Grace Joanna Grace is a sensory engagement and inclusion specialist She is the founder of The Sensory

Projects which are run on the principle that with the right knowledge and a little creativity inexpensive items can become effective sensory tools for inclusion Joanna co-hosts the PMLDChat Twitter chats

Rachel Parry Hughes Lecturer in Social Work Goldsmiths University of London researcher in the field of profound and

multiple learning disabilities Becky Loney Becky has a background in running creative services for adults with PMLD within the voluntary and

statutory sector and she established the Lambeth Mencap Carousel project Becky is passionate about intensive interaction and sensory storytelling and spreads the word by training staff teams in high quality activities and creative approaches

Wendy Newby Deputy Headteacher at The Shrubberies School Stonehouse Gloucestershire This is a school for

students with Severe and Profound Learning Difficulties Sue Thurman Former NHS Speech and Language Therapist for adults with learning disabilities with a particular

interest in PMLD Now writes and trains about communication and is a Registered Intermediary assisting vulnerable witnesses to communicate at police stations and courts

Bella Travis Policy Lead Mencap Hannah Young Hannah completed her PhD studies on the loss experiences of people with PMLD She is

Researcher for PAMIS a Scotland-based charity supporting families of people with PMLD and has led a number of projects that aim to enhance quality of life for this group Her experience also includes teaching training and digital developments Hannah acts as Welfare Guardian for her brother

Disclaimer Views expressed by contributors to PMLD Link are their own and do not necessarily reflect the polices and opinions of

the editorial team


PMLD Link is a journal for everyone supporting people with profound and multiple learning disabilities Visit wwwpmldlinkorguk


Summer 2018 contents Page

1 Guest Editorial Meaningful Lives Rachel Parry Hughes Martin Goodwin and Bella Travis

2 Quality not Quantity ndash Lifersquos Short Nikki Lancaster

4 Getting the basics right The campaign for Changing Places toilets

Marion Messmer

6 Inclusive Sport Mark Bullock

8 Making Safeguarding Musical Peter Oakes

14 Devising and Developing a Curriculum Incorporating Meaningful Time and Transition for College Learners with PMLD


18 Religious education and pupils with PMLD Sarah Parkes

22 Time to Care Nancy Beesley

25 Understanding the needs of individuals with PMLD ndash A bespoke qualification

Sarah Townsend

29 Yoga for children and young people with PMLD

Marie McGovern

32 What makes a good life Guest Editors

35 Encouraging a sense of purpose and self-worth

Helene Abbiss

47 NEXT ISSUE Health and Wellbeing Jeanne Carlin and Sue Thurman

38 Intensive Interaction and complex health needs - Tuning-in The cornerstone of effective practice

Julie Calveley

42 Motor Activity Training Programme Angela Lydon

45 Intensive Interaction The challenge and reward of embedding good practice

Janet Gurney

Cover picture Photograph taken by zoomingphotographycouk

04 Getting the basics right

08 Making Safeguarding Musical

42 Motor Activity Training Programme

1


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15


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world outside them









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Time to Care






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PMLD



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52




















SH




school Headteacher




















the editorial team



1


GUEST EDITORIAL

Meaningful Lives















Contact Us

Subscriptions



Production



ISSN 2042-5619

2








3








4



Marion Messmer





5




6


Inclusive Sport




7





Are you a tax payer









shown on the form





8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


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lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



2








3








4



Marion Messmer





5




6


Inclusive Sport




7





Are you a tax payer









shown on the form





8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



3








4



Marion Messmer





5




6


Inclusive Sport




7





Are you a tax payer









shown on the form





8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



4



Marion Messmer





5




6


Inclusive Sport




7





Are you a tax payer









shown on the form





8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



5




6


Inclusive Sport




7





Are you a tax payer









shown on the form





8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



6


Inclusive Sport




7





Are you a tax payer









shown on the form





8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



7





Are you a tax payer









shown on the form





8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



8







9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



9








10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



10














11







12


Keep Learning






13


SUBSCRIPTIONS



14













15


Ch

art

2 T

he

Lea

rner

Jo

urn

ey

Th

rou

gh

3 Y

ear

Stu

dy

Pro

gra

mm

es

RA

RP

A A

ND

TH

E

LE

AR

NIN

G

JOU

RN

EY

OF

L

EA

RN

ER

Srsquo W

ITH

P

ML

D

ST

AG

E 2

In

itial

PM

LD a

sses

smen

t to

est

ablis

h th

e le

arne

rrsquos

star

ting

poin

t

2B

Ext

en

de

d B

asel

ine

As

sess

men

t A

cti

viti

es

bull 6-

wee

k in

duct

ion

perio

d

bull O

bser

vatio

ns a

nd a

sses

smen

ts b

ased

on

PM

LD

educ

atio

n te

rmin

olog

y th

roug

hout

the

day

bull S

choo

l tar

gets

map

ped

to c

urric

ulum

bull

Reg

ular

con

sulta

tion

with

par

ents

or

care

rs

bull C

onsu

ltatio

n w

ith p

revi

ous

teac

hers

if n

eces

sary

D

ocu

men

tati

on

an

d E

vid

enc

es

bull B

asel

ine

Ass

essm

ent e

g P

ML

D R

oute

s M

ap

bull S

ubje

ct b

ased

Sen

sory

Res

pon

se S

heet

s bull

Pho

to a

nd V

ide

o E

vide

nces

bull

Beh

avio

ur S

TA

R S

heet

if n

eces

sary

O

utc

om

e D

ocu

men

t

1st v

ersi

on

of

Lea

rner

Pro

file

an

d c

om

mu

nic

ati

on

P

assp

ort

3C

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

in 1

1 b

asis

bull E

mbe

dded

SaL

T a

nd

Ph

ysio

ther

apy

inpu

ts

Do

cum

enta

tio

n a

nd

Evi

den

ces

ndash In

div

idu

al R

AR

PA

P

ort

folio

bull

Ter

mly

rev

iew

ed

Indi

vidu

al L

earn

ing

Pla

n an

d ta

rget

se

ttin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

es

1A

P

re-e

ntr

y In

form

ati

on

ab

ou

t lsquoA

sp

irat

ion

s fo

r C

ho

ice

and

Pre

fere

nce

rsquo Stu

dy

Pro

gra

m f

or

Lea

rner

s w

ith

PM

LD

bull

Hig

h sc

hool

rev

iew

vis

its f

rom

Yea

r 9

bull

Web

site

info

rmat

ion

bull O

pen

Eve

ning

s in

col

lege

bull

Cur

ricul

um a

nd I

ndiv

idua

lised

Sub

ject

Des

ign

bull P

aren

t sho

w a

roun

ds a

nd In

form

atio

n E

veni

ngs

Pre

-en

try

Pro

ced

ure

Ac

tio

ns

Tra

nsi

tio

n

bull T

aste

r D

ays

in c

olle

ge -

con

sulta

tion

oppo

rtu

nitie

s

bull In

divi

dual

Par

ent

Inte

rvie

ws

B

ackg

rou

nd

Do

cum

en

tati

on

bull

Edu

catio

n ba

sed

back

grou

nd d

ocu

men

tatio

n fr

om

sc

hool

s bull

Edu

catio

n an

d H

ealth

Car

e P

lan

4D

Lea

rner

Ce

ntr

ed C

om

pe

ten

cy

Bas

ed

Ac

tivi

ties

bull

Mul

ti-se

nsor

y a

ctiv

ities

bull T

otal

Com

mun

icat

ion

bull

Act

ive

Sup

port

on

a 1

1 ba

sis

bull Im

bedd

ed S

aLT

and

P

hys

ioth

erap

y in

puts

D

ocu

men

tati

on

an

d E

vid

enc

es ndash

Ind

ivid

ual

RA

RP

A

Po

rtfo

lio

bull T

erm

ly r

evie

we

d In

divi

dual

Lea

rnin

g P

lan

and

targ

et s

ettin

g bull

Sub

ject

bas

ed S

enso

ry R

espo

nse

She

ets

bull C

riter

ia B

ased

Pho

to a

nd V

ideo

Evi

denc

e

bull T

erm

ly P

repa

red

Pro

gres

s R

epo

rts

bull A

nnua

l Pro

gres

s an

d E

HC

P R

evie

w

bull P

rogr

essi

on E

vent

s

5E

Lea

rner

Ce

ntr

ed A

cti

viti

es

bull C

ompl

ex a

nd d

etai

led

asse

ssm

ent

of t

he le

arn

errsquos

ed

ucat

iona

l pro

gre

ss a

nd a

chie

vem

ents

afte

r th

e 2

nd

year

bull

City

and

Gui

lds

Aw

ard

in P

erso

nal

Pro

gres

s

bull 3

rd y

ear

revi

ew

invo

lvin

g pa

rent

s c

arer

s s

ocia

l w

ork

ers

hea

lth a

nd lo

cal a

utho

rity

bull

Lear

ner

tran

sitio

n vi

sits

bull

Sta

ff f

rom

out

side

age

ncie

svis

it an

d ob

serv

e le

arne

r du

ring

colle

ge s

essi

ons

con

sulta

tions

D

ocu

men

tati

on

bull

Tra

nsiti

on r

evie

w d

ocum

enta

tion

bull

Par

ents

Que

stio

nnai

re

bull La

st v

ersi

on o

f C

omm

unic

atio

n P

assp

ort

and

Lear

ner

Pro

file

ST

AG

E 3

Id

entif

icat

ion

of

appr

opria

tely

ch

alle

ngin

g le

arni

ng

obje

ctiv

es f

or le

arne

rs

with

PM

LD

ST

AG

E 4

R

ecog

nitio

n an

d re

cord

ing

of p

rog

ress

an

d ac

hiev

emen

t dur

ing

prog

ram

me

(fo

rmat

ive

asse

ssm

ent)

ST

AG

E 5

E

nd o

f pro

gra

mm

e le

arne

r se

lf- t

each

er

sum

mat

ive

asse

ssm

ent

re

view

of

over

all

ST

AG

E 1

A

ims

appr

opria

te to

an

indi

vidu

al le

arne

r or

gro

ups

of

lear

ners

with

PM

LD

16





17


Get Involved


References









18














world outside them









19




Key 2 knowledge



Key 3 senses






Key 4 symbols



Key 5 values










Subject RE




20





Key 2 knowledge





Key 4 symbols Cross


Key 5 values




21




Concluding thought




PMLDlink on twitter




See you online

22


Time to Care






23











PMLD



3 1


6 2

Current targets 0 0

24





25



Sarah Townsend







26












27










Posi onal changes







28






old in 2018






this space

29



Marie McGovern
























30












31









44284684684

32



Guest Editors





33











34





day at a me













35



Helene Abbiss







36















37








Lucy







38



Julie Calveley






39





Tuning‐in












(Hewett 2018)





40








41







42







43






44





45








46











47











48





MyGPandMe









49












Blood tests

Cancer Screening

Cons pa on

Health Checks


Substance misuse

Dysphagia










RESOURCES

50
















October





September








51


November













December

















52




















SH




school Headteacher




















the editorial team



PMLD Link Summer 2018 final

Documents

Transcript of PMLD Link Summer 2018 final